Abstract
The swift progressions in artificial intelligence (AI) have resulted in the emergence of ChatGPT, a large language model (LLM) with capabilities in natural language processing. As ChatGPT garners widespread attention, it is imperative to comprehend the factors influencing its adoption in education. Guided by the Procedure for Conceptual Framework Analysis (PCFA), a systematic literature review approach, this research examines scholarly work published from 2020-2024 on the adoption of ChatGPT in education. The research examines students’ perceptions about ChatGPT and how these perceptions impact their adoption of ChatGPT for academic purposes. Five categories of factors emerged from these study findings, which included Technological factors – usability, accessibility, availability, affordability and reliability of the ChatGPT technology. The revised literature also identified Institutional factors – organizational culture, leadership support, resource availability and policy framework. In addition are Human factors – technical skills, experience, training, attitude, motivation, trust and familiarity with technology. Ecological – economic conditions, societal norms and environmental sustainability as well as Cognitive – perceived usefulness, perceived ease of use, self-efficacy, curiosity, fear and awareness also emerged. These results inform how students perceive ChatGPT as a tool for performing education activities, enhance comprehension of student interaction with AI-driven educational tools and guide educational strategies that exploit the capabilities of ChatGPT. This article enriches the dialogue by presenting a thorough conceptualization of the factors impacting ChatGPT adoption and informs future studies on the ethical integration of AI tools in education and provides valuable insights for educational policymakers, administrators, and scholars on how to integrate ChatGPT in education activities.
Author Information
Sibusisiwe Dube, National University of Science and Technology, Zimbabwe
Belinda Ndlovu, National University of Science and Technology, Zimbabwe
Sinokubekezela Princess Dube, The University of Zambia, Zambia
Paper Information
Conference: ECE2024
Stream: Higher education
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Dube S., Ndlovu B., & Dube S. (2024) A Conceptualized Framework of University Students’ Perceptions of ChatGPT as a Tool for Learning and Research ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 325-339) https://doi.org/10.22492/issn.2188-1162.2024.26
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.26
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