ChatGPT

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rapid adoption of generative AI tools such as ChatGPT by students has the potential to disrupt the higher education sector, with concerns being raised by academics about potential threats to academic integrity. This paper contributes to the pressing discussion about responses to AI tools by examining students' perceptions and the use of generative AI to assist them with assessments. Based on a survey among 337 Australian university students, this study found that more than a third of students have used a chatbot for assistance with an assessment, and do not necessarily perceive this as a breach of academic integrity. The study further investigated to what extent different psychosocial...

ChatGPT for interdisciplinary learning: Does it equally benefit STEM and non-STEM students

Gaoxia Zhu, Xiuyi Fan, Chenyu Hou (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

While studies on using generative AI for education are increasing, research on whether it benefits STEM and non-STEM students, who tend to have different technology acceptance and AI literacy, in the interdisciplinary learning context is rare. To respond to this gap, this exploratory quasi-experiment study engaged 130 undergraduate students in interdisciplinary learning for two weeks (some used ChatGPT and some did not). We collected participants' physical, emotional, and cognitive engagement using surveys and quantified their interdisciplinary learning quality based on their written online posts. Results showed that STEM students' physical engagement was higher in the ChatGPT condition,...

Addressing the use of generative AI in academic writing

Johan van Niekerk, Petrus M.J. Delport, Iain Sutherland (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The rise of generative AI has been a major disruptive force in academia. Academics are concerned about its impact on student learning. Students can use generative AI technologies, such as ChatGPT, to complete many academic tasks on their behalf. This could lead to poor academic outcomes as students use ChatGPT to complete assessments, rather than engaging with the learning material. One particularly vulnerable academic activity is academic writing. This paper reports the results of an active learning intervention where ChatGPT was used by students to write an academic paper. The resultant papers were then analysed and critiqued by students to highlight the weaknesses of such AI-produced...

Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT

Victor R. Lee, Denise Pope, Sarah Miles (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The public release of ChatGPT and other generative AI chatbot technologies has been accompanied by questions about how academic integrity and student cheating behaviors will be impacted. We analyzed anonymous survey data from three high schools to see if self-reported cheating numbers changed following the introduction of ChatGPT and similar technologies. This survey data set is unique in that data on cheating had been collected with this set of schools both before and after November 2022, when ChatGPT was publicly released and drew attention to these educational concerns. The results suggested that cheating behaviors remained relatively stable after the introduction of this current...

A LLM-based pedagogical framework for active, inquiry-based and adaptive learning in L2 writing

Ruonan Wang, Yan Yin, Yongbo Cao (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Traditional L2 writing instruction often struggles to provide personalized, process-oriented feedback and engage student motivation. While generative AI like ChatGPT offers a potential solution, its application lacks a robust pedagogical foundation. This study proposes an innovative framework that integrates ChatGPT into L2 writing through a synthesis of active, inquiry-based, and adaptive learning principles. Within the framework, learners occupy the central position, undergoing the teaching implementation of LLM-based six-step writing instruction process to inquisitively learn, experiencing the teaching assessment of three-dimensional writing evaluation to actively acquire, and benefiting...

Role of activity-based learning and ChatGPT on students' performance in education

Tamara Al Shloul, Tehseen Mazhar, Qamar Abbas (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Purpose: This study investigates the impact of activity-based learning and the utilization of ChatGPT on students' academic performance within the educational framework. Objectives: The study aims to assess the effectiveness of activity-based learning in comparison to traditional methods, while also evaluating the potential benefits and drawbacks of integrating ChatGPT as an educational tool. Methods: The study employs a comparative approach, analyzing the outcomes of students exposed to activity-based learning versus those using conventional methods. Additionally, the study examines the usage of ChatGPT in education through surveys and trials to determine its contribution to personalized...

How does students' perception of ChatGPT shape online learning engagement and performance?

Mahboobeh Mehrvarz, Ghasem Salimi, Samaneh Abdoli (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artiicial intelligence technologies, such as ChatGPT, Bert, LaMDA, and T5 have become deeply integrated into universities, influencing numerous functions within higher education and various aspects of students' lives. This article examined how students' perceptions of ChatGPT influence their engagement and performance in online learning, focusing on the mediating role of engagement. The perception of ChatGPT involves a student's understanding of, willingness to utilize, and concerns regarding the technology. These interconnected factors can influence students' online learning engagement with the software and, consequently, affect their academic performance. The study used self-reported data...

Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam

Joel C. Meniado, Duong Thi Thu Huyen, Nopparat Panyadilokpong (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study explored the experiences and perceptions of Thai and Vietnamese EFL learners regarding the use of ChatGPT for second language (L2) writing. It aimed to contribute to the ongoing discourse on using generative Artificial Intelligence (GAI) tools to enhance L2 writing skills. Utilizing a mixed-methods research design with quantitative data gathered from 357 survey respondents from three educational institutions in Thailand and Vietnam and qualitative data from 16 interviewees from the same group of respondents, this study found that ChatGPT was perceived positively for L2 writing. Participants in the study found it a valuable tool for L2 writing, where its ability to generate ideas...

Teachers' and students' perceptions of AI-generated concept explanations: Implications for integrating generative AI in computer science education

Soohwan Lee, Ki-Sang Song (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

The educational application of Generative AI (GAI) has garnered significant interest, sparking discussions about the pedagogical value of GAI-generated content. This study investigates the perceived effectiveness of concept explanations produced by GAI compared to those created by human teachers, focusing on programming concepts of sequence, selection, and iteration. The research also explores teachers' and students' ability to discern the source of these explanations. Participants included 11 teachers and 70 sixth-grade students who were presented with concept explanations created or generated by teachers and ChatGPT. They were asked to evaluate the helpfulness of the explanations and...

ChatGPT effects on cognitive skills of undergraduate students: Receiving instant responses from AI-based conversational large language models (LLMs)

Harry Barton Essel, Dimitrios Vlachopoulos, Albert Benjamin Essuman (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigated the impact of using ChatGPT, a state-of-the-art generative AI-based model, on the critical, creative, and reflective thinking skills of university students in Ghana. The study utilized a mixed-methods research approach, incorporating quantitative and qualitative data collection instruments, and an experimental procedure with a pretest-posttest control group. The study ultimately enlisted a sample of 125 students randomly allocated to either the experiment group (60 students) or the control group (65 students). The research was conducted in the context of a Research Methodology course, which had adopted the flipped classroom approach. The students in the experiment...