Students' Perceptions of ChatGPT in Higher Education: A Quantitative Study on Usability and Expectations
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Abstract
This study investigated the use of ChatGPT in higher education. The objectives were to examine students’ experiences with ChatGPT, assess students’ personal evaluations of the system and its responses, and explore how students’ reflections influenced their expectations regarding ChatGPT’s capabilities. A quantitative research design was employed. Data were collected using a researcher-developed questionnaire administered through Google Forms. The population consisted of 64 students from the Department of Information Technology at Nakhon Phanom University, from which 55 students were selected as the sample. The sample included 27 male and 28 female students aged between 16 and 25 years. The significance level was set at p = 0.05 with a 95% confidence interval. The findings showed that most students (82%) had positive experiences using ChatGPT as a learning support tool, particularly for information retrieval and understanding complex content. Regarding personal evaluation, 78% of the students rated ChatGPT as highly effective and responsive, although 25% expressed concerns about the accuracy of some information. Compared with their expectations before using the tool, 65% of the students reported that ChatGPT exceeded their expectations, particularly in terms of versatility and adaptability to different learning contexts. These findings suggest important implications for the development of policies and practices related to the use of ChatGPT in higher education. The study highlights the need to promote effective and critical use of ChatGPT while strengthening students’ analytical thinking skills and lifelong learning abilities in conjunction with AI technology.
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