Jul 2026· Journal of Tropical Futures: Sustainable Business, Governance & Development· Vol 3, pp. 89 - 98· 0 citations· 37 references
TL;DR
Results show that Mianzi mediates the relationship between ChatGPT service quality and students’ subjective well-being and contributes to the literature on AI in education by identifying a culturally grounded mechanism linking AI service experiences and student well-being within this higher education Mianzi-relevant context.
Abstract
Higher education students are increasingly utilizing artificial intelligence (AI) applications such as ChatGPT for their school activities. Despite the increased adoption of such AI applications and continued concerns about how AI affects student learning, less is known about how these AI applications can affect the well-being of these students through a cultural lens. This understanding becomes particularly important in higher education settings where culturally embedded social values remain salient. Drawing on the Stimulus–Organism–Response theory and through a multidisciplinary synthesis of the literature on AI, service quality, culture and higher education, this study examines how the service performance of ChatGPT can affect the subjective well-being of students through Mianzi or face value. Results of the data collected from 128 higher education students, primarily from China and Singapore, show that Mianzi mediates the relationship between ChatGPT service quality and students’ subjective well-being. This study contributes to the literature on AI in education by identifying a culturally grounded mechanism linking AI service experiences and student well-being within this higher education Mianzi-relevant context. We offer insights that contribute to tropical higher education futures and advance the literature on student well-being through cultural systems prevalent in international higher education in the tropics.
The rapid integration of artificial intelligence (AI) technologies into educational environments has significantly transformed students’ learning experiences, particularly in higher education. Among these innovations, AI-based chatbots have emerged as accessible and interactive tools that support academic engagement beyond the classroom. In the Nigerian context, where digital learning adoption is steadily increasing, university students are increasingly utilizing AI chatbots for post-class review, clarification of concepts, and self -directed learning. This study examined the influence of AI -based chatbots on university students’ post -class review practices, learning attitudes, and motivation in North Central Nigeria. A descriptive research design of the surv ey type was adopted for the study. The target population comprised undergraduate students from selected universities within the region. A structured questionnaire was used as the primary instrument for data collection. The data collected were analyzed using descriptive statistics, including mean scores, standard deviation, and frequency distributions. The findings of the study revealed that AI -based chatbots significantly support students’ post-class review by providing immediate feedback, simplifying complex concepts, and enhancing independent learning. The results further indicated a positive relationship between chatbot usage and students’ learning attitudes, as students demonstrated increased interest, engagement, and willingness to explore academic content beyond formal lectures. Additionally, the study found that the use of AI chatbots contributes to improved academic motivation, as students reported greater confidence in their understanding of course materials and a heightened sense of academic autonomy. Based on these findings, the study concludes that AI -based chatbots play a crucial role in enhancing post -class learning experiences, fostering positive learning attitudes, and improving motivation among university students in North Central Nigeria. It is therefore recommended that universities integrate AI -driven learning tools into their instructional support systems, provide digital literacy training for students, and establish guidelines for the effective and ethical use of AI technologies in academic settings. Further research is also suggested to explore long-term impacts and potential challenges associated with AI-assisted learning in Nigerian higher education.
K. Nuhu, O. Samuel, S. A. Hassan et al.· Australian Journal of Busine...· 0 citations
This research examined how ChatGPT affects the academic performance of TESOL students at Kabul Education University. It explored whether ChatGPT helps students to improve their English skills and academic work or if it creates challenges in their learning process. The goal of this study was to recognize how ChatGPT influences students’ performance, engagement, and motivation in their studies. The findings will help educators and students better understand the role of ChatGPT in education and how it can support or reshape traditional learning methods. This study employed a quantitative approach, gathering data through a Likert-scale closed questionnaire. Twenty male students from the master degree of TESOL program at Kabul Education University were randomly selected to participate. The findings reveal an overall positive perception of ChatGPT’s use in academic contexts, highlighting advantages such as improve efficiency, comprehension, and confidence. However, participants also expressed concerns about the potential for over-reliance on the tool, as well as the risks of academic dishonesty and plagiarism linked to its usage.
Khan Rasol Afghan, Noorullah Ahmadzai, Abdullah Zafarmal· International journal of soc...· 0 citations
The release of ChatGPT, a generative artificial intelligence (AI) model, in November of 2022 marked a pivotal transition in how students use technology to learn. The ability of these models to process natural language inquiries and produce cogent, highly tailored answers has sparked serious concern among educators regarding its implications for academic integrity and the future of education. The current research surveyed (n = 845) college students in a cross-sectional design administered over the course of seven semesters and focused on students’ use of ChatGPT in the classroom and their views on the appropriateness of these actions. Results indicated that students’ awareness of ChatGPT rose rapidly following its release (Spring 2023: 58.5%; subsequent semesters: 81.8% to 100%). Cheating behavior (e.g., asking ChatGPT to write a final draft of a paper) increased over the course of data collection (r = 0.24, p < 0.001), with 33.9% of students reporting using the software sometimes to always to help with class assignments and 12.7% reporting using it to write essays/papers or parts of essays/papers due for class. The discussion focuses on key trends regarding student cheating behavior using ChatGPT over time as well as possible explanations for the changes in student usage.
Adelia C. Ehrlich, Christopher L. Groves, Luke J. Tacke et al.· Education sciences· 0 citations
It is concluded that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly, and offers valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
H. Ibrahim, Dr. Rudresh Pandey, Nureen Waheda binti Mohd Nazdir et al.· Asian Pacific Journal of Man...· 0 citations
Abstract This study analyzes personal appraisal, beliefs, challenges, concerns, and applications regarding ChatGPT among students and academic staff from the Faculty of Rehabilitation Sciences at Andrés Bello University in Chile. Using a mixed-methods approach, surveys (n = 472) and focus groups revealed diverse attitudes toward ChatGPT. While participants highlighted its potential to enhance learning, streamline tasks, and create educational materials, important challenges related to ethical use, dependency, accuracy, and critical thinking emerged. Findings emphasize the importance of teacher training, ethical guidelines, and strategies to foster technological literacy and critical evaluation of information. The study underscores the need for balanced integration of ChatGPT as a complementary tool in higher education, ensuring that its use aligns with pedagogical objectives and promotes meaningful learning experiences. These insights contribute to the growing discourse on artificial intelligence (AI) in education, providing a foundation for future research on the responsible adoption of AI technologies.
The integration of artificial intelligence into higher education has made chatbot AI such as ChatGPT, Gemini, and Perplexity common tools used by students in academic writing, yet research on student satisfaction toward their use in the Indonesian EFL context remains limited, as most previous studies emphasized effectiveness rather than affective and pedagogical factors. Therefore, this study focused on the satisfaction of English Language Education students at Ganesha University of Education (Undiksha) toward the use of chatbot AI as an assistive tool in academic writing, and on how specific aspects of chatbot based writing support, namely grammar assistance, idea development, feedback quality, and ease of use, influenced that satisfaction. This study employed a basic qualitative approach involving 10 students from the English Language Education Study Program at Universitas Pendidikan Ganesha (Undiksha). Participants were selected using purposive sampling with criterion-based selection based on their experience in using chatbot AI for academic writing. Data were collected through semi structured, in depth interviews with ten students selected using criterion-based selection. The interview recordings were transcribed verbatim and then analyzed using thematic analysis, resulting in three main themes, namely positive but conditional satisfaction, chatbot based writing support as the main source of satisfaction, and critical user control as the boundary of satisfaction. The findings showed that students were generally satisfied because chatbot AI helped them generate ideas, organize writing, correct grammar, obtain feedback, revise sentences, and find references quickly and practically. However, this satisfaction was conditional because students still needed to verify, revise, and control AI output that could be inaccurate or too general. This study concludes that chatbot AI facilitates academic writing and increases student satisfaction when it is used critically and responsibly as a supporting tool, rather than as a replacement for students’ own thinking and writing ability.
ABSTRAK
Integrasi kecerdasan buatan dalam pendidikan tinggi telah menjadikan chatbot AI seperti ChatGPT, Gemini, dan Perplexity sebagai alat bantu yang umum digunakan mahasiswa dalam penulisan akademik. Namun penelitian mengenai kepuasan mahasiswa terhadap penggunaannya dalam konteks EFL di Indonesia masih terbatas karena sebagian besar kajian sebelumnya lebih menekankan efektivitas daripada faktor afektif dan pedagogis. Oleh karena itu, penelitian ini berfokus pada kepuasan mahasiswa Pendidikan Bahasa Inggris di Universitas Pendidikan Ganesha (Undiksha) terhadap penggunaan chatbot AI sebagai alat bantu dalam penulisan akademik, serta bagaimana aspek spesifik dari dukungan penulisan berbasis chatbot, yaitu bantuan tata bahasa, pengembangan ide, kualitas umpan balik, dan kemudahan penggunaan, memengaruhi kepuasan tersebut. Penelitian ini menggunakan pendekatan kualitatif dasar dengan melibatkan 10 mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas Pendidikan Ganesha (Undiksha). Partisipan dipilih menggunakan teknik purposive sampling dengan criterion-based selection berdasarkan pengalaman mereka dalam menggunakan chatbot AI untuk penulisan akademik. Data dikumpulkan melalui wawancara semi terstruktur dan mendalam terhadap sepuluh mahasiswa yang dipilih menggunakan purposive sampling berbasis kriteria. Rekaman wawancara ditranskripsi secara verbatim, kemudian dianalisis menggunakan analisis tematik hingga menghasilkan tiga tema utama, yaitu kepuasan positif namun bersyarat, dukungan penulisan berbasis chatbot sebagai sumber utama kepuasan, dan kontrol kritis pengguna sebagai batas kepuasan. Hasil penelitian menunjukkan bahwa mahasiswa secara umum merasa puas karena chatbot AI membantu mereka menghasilkan ide, menyusun tulisan, memperbaiki tata bahasa, memperoleh umpan balik, merevisi kalimat, dan mencari referensi secara cepat dan praktis. Namun, kepuasan tersebut bersifat bersyarat karena mahasiswa tetap perlu memverifikasi, merevisi, dan mengontrol keluaran AI yang dapat tidak akurat atau terlalu umum. Penelitian ini menyimpulkan bahwa chatbot AI memfasilitasi penulisan akademik dan meningkatkan kepuasan mahasiswa ketika digunakan secara kritis dan bertanggung jawab sebagai alat pendukung, bukan sebagai pengganti pemikiran dan kemampuan menulis mahasiswa.
I. D. G. D. S. Udayana, Ni Nyoman Padmadewi, I. Kusuma· LEARNING Jurnal Inovasi Pene...· 0 citations