ICT students' perceptions towards ChatGPT: An experimental reflective lab analysis

Mahmoud Elkhodr; Ergun Gide; Robert Wu; Omar Darwish; Mahmoud Elkhodr; Ergun Gide; Robert Wu; Omar Darwish

doi:10.3934/steme.2023006

STEM Education

2023, Volume 3, Issue 2: 70-88. doi: 10.3934/steme.2023006

Previous Article Next Article

Research article Special Issues

ICT students' perceptions towards ChatGPT: An experimental reflective lab analysis

Mahmoud Elkhodr ^{1
,
,},
Ergun Gide ^{1
,},
Robert Wu ^{2
,},
Omar Darwish ^{3
,}

1.
School of Engineering and Technology, Central Queensland University, Rockhampton, Australia; m.elkhodr@cqu.edu.au, e.gide@cqu.edu.au
2.
University of Technology Sydney, Australia; mingxuan.wu@uts.edu.au
3.
Department of Electrical Engineering and Computer Science, Eastern Michigan University, Ypsilanti, USA; odarwish@emich.edu

Academic Editor: Jun Shen

Received: 18 May 2023 Revised: 31 May 2023 Accepted: 09 June 2023 Published: 13 June 2023

This study explores the use of the Generative artificial intelligence (GenAI) tool ChatGPT in higher education. Amidst the potential benefits and the risk of misuse, this research investigates the tool's role as a classroom aid and its impact on learning outcomes and experiences. Three case studies involving undergraduate and postgraduate ICT students were conducted. Findings revealed a positive perception of ChatGPT as a useful and enjoyable learning resource. Most students indicated a willingness to use such AI tools in the future. Additionally, the study suggested improved performance in functionality, user flow, and content comprehension among students using ChatGPT, compared to those relying solely on traditional search engines.
- ChatGPT,
- educational technology,
- higher education,
- HCI,
- ICT
Citation: Mahmoud Elkhodr, Ergun Gide, Robert Wu, Omar Darwish. ICT students' perceptions towards ChatGPT: An experimental reflective lab analysis[J]. STEM Education, 2023, 3(2): 70-88. doi: 10.3934/steme.2023006

Related Papers:

Abstract

This study explores the use of the Generative artificial intelligence (GenAI) tool ChatGPT in higher education. Amidst the potential benefits and the risk of misuse, this research investigates the tool's role as a classroom aid and its impact on learning outcomes and experiences. Three case studies involving undergraduate and postgraduate ICT students were conducted. Findings revealed a positive perception of ChatGPT as a useful and enjoyable learning resource. Most students indicated a willingness to use such AI tools in the future. Additionally, the study suggested improved performance in functionality, user flow, and content comprehension among students using ChatGPT, compared to those relying solely on traditional search engines.

References

[1]	Adiguzel, T., Kaya, M.H. and Cansu, F.K., Revolutionizing education with ai: Exploring the transformative potential of chatgpt. Contemporary Educational Technology, 2023, 15(3): 429. https://doi.org/10.30935/cedtech/13152 doi: 10.30935/cedtech/13152
[2]	Atlas, S., Chatgpt for higher education and professional development: A guide to conversational ai. 2023.
[3]	Eysenbach, G., The role of chatgpt, generative language models, and artificial intelligence in medical education: A conversation with chatgpt and a call for papers. JMIR Medical Education, 2023, 9: e46885. https://doi.org/10.2196/46885 doi: 10.2196/46885
[4]	Hassani, H. and Silva, E.S., The role of chatgpt in data science: how ai-assisted conversational interfaces are revolutionizing the field. Big data and cognitive computing, 2023, 7(2): 62. https://doi.org/10.3390/bdcc7020062 doi: 10.3390/bdcc7020062
[5]	Hong, W.C.H., The impact of chatgpt on foreign language teaching and learning: opportunities in education and research. Journal of Educational Technology and Innovation, 2023, 5.
[6]	Hostetter, A., Call, N., Frazier, G., James, T., Linnertz, C., Nestle, E., et al., Student and faculty perceptions of artificial intelligence in student writing. 2023. https://doi.org/10.31234/osf.io/7dnk9
[7]	Jeblick, K., Schachtner, B., Dexl, J., Mittermeier, A., Stüber, A.T., Topalis, J., et al., Chatgpt makes medicine easy to swallow: An exploratory case study on simplified radiology reports. 2022.
[8]	Jimenez, K., Chatgpt in the classroom: Here's what teachers and students are saying. 2023.
[9]	Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., et al., Chatgpt for good? on opportunities and challenges of large language models for education. Learning and Individual Differences, 2023,103: 102274. https://doi.org/10.1016/j.lindif.2023.102274 doi: 10.1016/j.lindif.2023.102274
[10]	Kutela, B., Msechu, K., Das, S. and Kidando, E., Chatgpt's scientific writings: A case study on traffic safety. 2023. https://doi.org/10.2139/ssrn.4329120
[11]	Lund, B.D., Wang, T., Mannuru, N.R., Nie, B., Shimray, S. and Wang, Z., Chatgpt and a new academic reality: Artificial intelligence written research papers and the ethics of the large language models in scholarly publishing. Journal of the Association for Information Science and Technology, 2023. https://doi.org/10.2139/ssrn.4389887 doi: 10.2139/ssrn.4389887
[12]	Mellon, J., Bailey, J., Scott, R., Breckwoldt, J. and Miori, M., Does gpt-3 know what the most important issue is? using large language models to code open-text social survey responses at scale. Using Large Language Models to Code Open-Text Social Survey Responses At Scale, 2022. https://doi.org/10.2139/ssrn.4310154 doi: 10.2139/ssrn.4310154
[13]	Pardos, Z.A. and Bhandari, S., Learning gain differences between chatgpt and human tutor generated algebra hints. 2023.
[14]	Rudolph, J., Tan, S. and Tan, S., Chatgpt: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 2023, 6(1). https://doi.org/10.37074/jalt.2023.6.1.9 doi: 10.37074/jalt.2023.6.1.9
[15]	Sallam, M., Chatgpt utility in healthcare education, research, and practice: Systematic review on the promising perspectives and valid concerns. Healthcare, 2023, 11: 887. https://doi.org/10.3390/healthcare11060887 doi: 10.3390/healthcare11060887
[16]	Sandu, N. and Gide, E., Adoption of ai-chatbots to enhance student learning experience in higher education in india. 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET), 2019, 1–5.
[17]	Study.Com., Productive teaching tool or innovative cheating.
[18]	Sun, G.H. and Hoelscher, S.H., The chatgpt storm and what faculty can do. Nurse Educator, 2023, 48(3): 119–124.
[19]	Tlili, A., Shehata, B., Adarkwah, M.A., Bozkurt, A., Hickey, D.T., Huang, R., et al., What if the devil is my guardian angel: Chatgpt as a case study of using chatbots in education. Smart Learning Environments, 2023, 10: 15. https://doi.org/10.1186/s40561-023-00237-x doi: 10.1186/s40561-023-00237-x

Author's biography Dr. Mahmoud Elkhodr is a lecturer in Information and Communication Technologies at Central Queensland University, Australia. His areas of expertise include Cybersecurity, IoT, and e-health. He has supervised many research students and published widely on these topics. He is the pioneer of the Semantic Obfuscation Technique and the founder of the Internet of Things Management Platform. His research interests are in Cybersecurity, IoT, HCI, Blockchain and e-health; Dr. Ergun Gide is an A/Professor in ICT with Central Queensland University, Australia. He specialised in intelligent information systems and technology education. His research interests include intelligent e-business systems, digital transformation, and emerging and educational technologies. He supervises research students and publishes extensively on these research topics. He consults institutions in intelligent e-business. He promotes work-integrated learning (WIL) and industry engagement to prepare ICT graduates as innovative professionals and future tech entrepreneurs; Dr. Robert Wu is a senior lecturer in information systems and e-commerce with the University of Technology, Sydney. He is specialised in information systems and e-commerce education. His research interests include e-commerce, digital transformation, business intelligence, data visualisation, m-health, and supervises research students and publishes regularly on these research topics. He consults SMEs as well as international large companies to promote industry-focused research projects; Dr. Omar A. Darwish received an M.S. degree from the Jordan University of Science and Technology, Jordan, and a PhD degree in computer science from Western Michigan University, USA. He has worked as a Visiting Assistant Professor with the West Virginia University Institute of Technology, a Software Engineer with MathWorks, and a Programmer with the Nuqul Group. He is an Assistant Professor at the Department of Information Security and Applied Computing, at Eastern Michigan University. His research interests include cybersecurity, the IoT, and machine learning

Reader Comments

Your name:*

Email:*
© 2023 the Author(s), licensee AIMS Press. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0)