Since its introduction in late 2022, ChatGPT and similar interactive generative AI models have taken the world by storm. Lauded for its groundbreaking abilities to generate extensive responses based on prompts of varying complexities, artificial intelligence is reshaping the ways we learn and interact with information. At the same time, from an education standpoint, the effect of ChatGPT on students and their learning environments is one of the biggest apprehensions. Major concerns include misinformation, misuse in assignments and exams, and overreliance, which can hinder the development of key skills like critical thinking.
iCLA’s Psychology professors Dr. Chun Yuen Terence Fong and Dr. Wai Him Crystal Law have teamed up with scholars worldwide to study the responses of 23,218 students from 109 countries and territories regarding their use and perception of ChatGPT. This global study is the most comprehensive examination on the early perceptions of higher education students towards ChatGPT to date. The study, which is published in open-access journal PLOS One, aims to inform higher education policymakers and teaching staff with recommendations on the effective incorporation of AI in curriculum design, teaching and assessment methods, and regulation and strategies, with consideration of student perspectives.
The study led by researchers from the University of Ljubljana and colleagues, revealed that students primarily utilize ChatGPT for brainstorming, summarizing, and locating research articles. Most students reported an overall positive perception on ChatGPT, with curiosity and calmness being the most common emotions associated with its use. While participants appreciated ChatGPT’s ability in facilitating their understanding of complex concepts, they also acknowledge its shortcomings in terms of factual accuracy, and the necessity for AI regulations in light of ethical concerns such as cheating, plagiarism, and social isolation. The findings suggest that while ChatGPT is transforming students’ study habits and enhancing their digital skills, it has limited capabilities in promoting critical thinking and interpersonal communication skills on students.
In response to these findings, Dr. Chun Yuen Terence Fong stated, “We shouldn’t avoid the integration of AI into education; instead, we should think critically about how to prepare students for a future where tools like ChatGPT are ubiquitous. Certain skills will be essential for students to thrive in this evolving landscape.”
Starting from Spring 2025, iCLA will introduce AI-focused courses to equip students with the knowledge and skills needed to navigate an AI-driven world. This initiative underscores iCLA’s dedication to shaping future education in alignment with technological advancements. See iCLA’s Data Science curriculum.
Read the whole study, Higher education students’ perceptions of ChatGPT: A global study of early reactions, published in PLOS One.