{"id":2374,"date":"2024-09-30T09:00:00","date_gmt":"2024-09-30T09:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=2374"},"modified":"2025-01-30T19:01:09","modified_gmt":"2025-01-30T19:01:09","slug":"perceptions-of-algerian-phd-students-towards-chatgpt-in-higher-education-an-innovative-educational-approach-in-the-generative-artificial-intelligence-era-at-batna2-university","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=2374","title":{"rendered":"Article 30 Issue 03 Vol 5 September 2024"},"content":{"rendered":"\n

Perceptions of Algerian PhD Students Towards ChatGPT in Higher Education: <\/strong>
An Innovative Educational Approach in the Generative Artificial Intelligence Era at Batna2 University<\/strong><\/h1><\/div><\/div>\n\n\n\n

TORCHI Feyrouz<\/strong>
University of Mustafa Benboulaid, Batna2, Algeria
f.torchi@univ-batna2.dz<\/a>
HEDDOUCHE Aissa<\/strong>
University of Mustafa Benboulaid, Batna2, Algeria
a.heddouche@univ-batna2.dz<\/a>
https:\/\/orcid.org\/0000-0003-3697-6569
 BENCHERIF   Sarah   <\/strong>
University of Mustafa Benboulaid, Batna2, Algeria   <\/strong>
 <\/strong>s.bencherif@univ-batna2.dz<\/a>
https:\/\/orcid.org\/0009-0000-1458-4201<\/a><\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/p><\/div><\/div>\n\n\n\n

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\u2019s 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<\/p><\/div><\/div>\n\n\n\n

Keywords:<\/strong> Artificial Intelligence, ChatGPT, Higher Education, Natural Language Processing, PhD students\u2019 perceptions<\/p><\/div><\/div>\n\n\n

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DOI:<\/strong>
https:\/\/doi.org\/10.70091\/atras\/AI.30<\/strong><\/h1><\/div><\/div>\n\n\n\n

How to Cite this Paper :<\/strong><\/strong> <\/p><\/div><\/div>\n\n\n\n

Torchi, F., Heddouche, A., & Bencherif, S.   (2024). Perceptions of Algerian PhD Students Towards ChatGPT in Higher Education: An Innovative Educational Approach in the Generative Artificial Intelligence Era at Batna2 University. Atras Journal<\/em>,  5<\/em> (Special Issue), 481-495.<\/p><\/div><\/div>\n\n\n\n

References<\/strong>:<\/p><\/div><\/div>\n\n\n\n

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Ghosh, A., Chakraborty, D., & Law, A. (2018). Artificial intelligence in the Internet of Things. CAAI Transactions on Intelligence Technology, 3<\/em>(4), 185-244. Available at https:\/\/ietresearch.onlinelibrary.wiley.com
 
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Rahman, M., Terano, H. J., Rahman, N., Salamzadeh, A., & Rahaman, S. (2023). ChatGPT and Academic Research: A Review and Recommendations Based on Practical Examples. Journal of Education, Management and Development Studies, 1<\/em> (3), 1-12. DOI: 10.52631\/jemds.v3i1.175, Available at SSRN: https:\/\/ssrn.com\/abstract=4407462<\/a>
Sallam, M. (2023). The Utility of ChatGPT as an Example of Large Language Models in Healthcare Education, Research and Practice: Systematic Review on the Future Perspectives and Potential Limitations. medRXIV<\/em>. DOI:<\/strong> https:\/\/doi.org\/10.1101\/2023.02.19.23286155
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Strzelecki, A. (2024). To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology. Interactive Learning Environments, 0<\/em>(0), 1-14. Available at: https:\/\/doi.org\/<\/a>10.1080\/10494820.2023.2209881<\/a>
Wang, Y. (2023). Reviewing the Usage of ChatGPT on L2 Students’ English Academic Writing Learning. Journal of Education, Humanities and Social Sciences, 30<\/em> (7). DOI: https:\/\/doi.org\/10.54097\/dvjkj706<\/a>
Yilmaz, H. M., Baitekov, A., & Balta, N. (2023). Student attitudes towards ChatGPT: A technology acceptance model survey. International Educational Review, 1<\/em>(1), 57-83. Available at: https:\/\/doi.org\/<\/a>10.58693\/ier.114<\/a>
Zeb, A., Ullah, R., & Karim, R. (2024). Exploring the role of ChatGPT in higher education: Opportunities, challenges and ethical considerations. The International Journal of Information and Learning Technology, 41<\/em>(1), 99-111. Available at: https:\/\/doi.org\/<\/a>10.1108\/IJILT-04-2023-0046<\/a>
Zhai, X. (2022). ChatGPT User Experience: Implications for Education. Available at SSRN: https:\/\/ssrn.com\/abstract=4312418<\/a> or http:\/\/dx.doi.org\/10.2139\/ssrn.4312418<\/a><\/p><\/div><\/div>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Artificial Intelligence, ChatGPT, Higher Education, Natural Language Processing, PhD students\u2019 perceptions<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[408],"tags":[419,434,119,424],"class_list":["post-2374","post","type-post","status-publish","format-standard","hentry","category-vol-05-n03-2024","tag-artificial-intelligence","tag-chatgpt","tag-higher-education","tag-natural-language-processing"],"gutentor_comment":0,"yoast_head":"\nArticle 30 Issue 03 Vol 5 September 2024 - ATRAS journal<\/title>\n<meta name=\"description\" content=\"Artificial Intelligence, ChatGPT, Higher Education, Natural Language Processing, PhD students\u2019 perceptions 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\u2019s 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. 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The results obtained via Google Forms reveal that, while students generally acknowledge ChatGPT\u2019s 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. 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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\u2019s 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. 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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\u2019s 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. 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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\u2019s 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. 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