Perceptions of Chatgpt in a college classroom
Presentation Type
Abstract
Faculty Advisor
Miriam Linver
Access Type
Event
Start Date
25-4-2025 12:00 PM
End Date
25-4-2025 1:00 PM
Description
The use of AI tools has begun to reshape academia (Chu et al., 2022). Concerns about AI misuse highlight challenges in ensuring responsible and effective use (Kiryakova & Angelova, 2023; Kasneci et al., 2023). Our study explores undergraduate students’ perceptions of ChatGPT after using ChatGPT as a required component of several course assignments. Data were collected in the fall of 2023 and included surveys from twenty-eight students from two sections of an undergraduate course. Students were aged 19–35 years (M = 20.48, SD = 3.49); 93% identified as female, 56% identified as White, and 54% reported prior use of AI tools. Students completed a survey with questions about their experience using ChatGPT for class assignments, concerns about AI use, and future use. Students reported positive views of ChatGPT (M = 2.15, SD = 0.47) and saw it as useful for assignments and learning (M = 2.04, SD = 0.56). They also expressed moderate concern about improper use and over-reliance on ChatGPT (M = 1.61, SD = 0.63). Despite these concerns, students felt confident in using ChatGPT (M = 2.00, SD = 0.70). Write-in responses revealed that the course helped students use ChatGPT in more advanced ways, such as to create detailed outlines. Students also reported feeling weary of over-reliance on ChatGPT, plagiarism, inaccurate output, and potential reduction of deep learning. Our findings highlight the educational potential of AI tools in structured academic environments while also emphasizing students' concerns about AI use and their need for guidance and clear messaging from instructors.
Perceptions of Chatgpt in a college classroom
The use of AI tools has begun to reshape academia (Chu et al., 2022). Concerns about AI misuse highlight challenges in ensuring responsible and effective use (Kiryakova & Angelova, 2023; Kasneci et al., 2023). Our study explores undergraduate students’ perceptions of ChatGPT after using ChatGPT as a required component of several course assignments. Data were collected in the fall of 2023 and included surveys from twenty-eight students from two sections of an undergraduate course. Students were aged 19–35 years (M = 20.48, SD = 3.49); 93% identified as female, 56% identified as White, and 54% reported prior use of AI tools. Students completed a survey with questions about their experience using ChatGPT for class assignments, concerns about AI use, and future use. Students reported positive views of ChatGPT (M = 2.15, SD = 0.47) and saw it as useful for assignments and learning (M = 2.04, SD = 0.56). They also expressed moderate concern about improper use and over-reliance on ChatGPT (M = 1.61, SD = 0.63). Despite these concerns, students felt confident in using ChatGPT (M = 2.00, SD = 0.70). Write-in responses revealed that the course helped students use ChatGPT in more advanced ways, such as to create detailed outlines. Students also reported feeling weary of over-reliance on ChatGPT, plagiarism, inaccurate output, and potential reduction of deep learning. Our findings highlight the educational potential of AI tools in structured academic environments while also emphasizing students' concerns about AI use and their need for guidance and clear messaging from instructors.
Comments
Poster presentation at the 2025 Student Research Symposium.