Perceptions of Algerian PhD Students towards ChatGPT in Higher Education: An Innovative Educational Approach in the Generative Artificial Intelligence Era at Batna2 University
DOI:
https://doi.org/10.70091/atras/AI.30Keywords:
Artificial Intelligence, ChatGPT, Higher Education, Natural Language Processing, PhD students' perceptionsAbstract
ChatGPT, an artificial intelligence language model developed by OpenAI, has gained significant attention for its potential applications in higher educational contexts. This article aims to present the findings of a questionnaire conducted to explore the perceptions of PhD students at Batna 2 University across various departments regarding ChatGPT. Addressing this study could enhance our understanding of how emerging AI tools, particularly ChatGPT, are influencing academic attitudes and practices. It explores the potential impacts on the future role of technology in research and learning. The researchers used a combination of quantitative and qualitative methods to gather data. A questionnaire, validated for its psychometric properties, was utilized in this study and comprised three sections: knowledge about ChatGPT, students' attitudes toward ChatGPT, and students' concerns regarding its use as a learning tool. The study was conducted with a random sampling of 70 PhD students representing various disciplines and educational backgrounds. The results obtained via Google Forms reveal that, while students generally acknowledge ChatGPT’s value for academic support, they have significant concerns about its accuracy, privacy implications, and potential effects on traditional learning methods. The findings indicate a nuanced perspective among students, revealing that they have concerns about the extent to which GPT is used ethically, particularly within a restricted framework. The researchers recommended undertaking a more comprehensive study to explore its applications in greater detail.
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