Jul 2026· Asian Pacific Journal of Management and Education· 0 citations
TL;DR
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.
Abstract
This study aims to explore students' perceptions towards usage of ChatGPT in higher education, focusing on how different aspects of the tool influence their attitudes and engagement. The independent variable consists of seven aspects of ChatGPT, which are capabilities, regulations and ethical concerns, satisfaction and attitude, study issues and outcomes, skills development, labor market and skill mismatch, and emotions, while the dependent variable is the overall usage of ChatGPT among university students. A quantitative research method was adopted using an online survey distributed through Google Forms to collect data from university students. The findings indicate that most students hold positive perceptions towards ChatGPT, viewing it as a useful tool for enhancing learning efficiency, developing new skills, and supporting academic tasks. However, some concerns remain regarding ethical use and overreliance on AI-generated content. The study concludes that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly. The findings offer valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
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
Investigating factors influencing university students’ acceptance of ChatGPT in English academic writing in Malaysia and those that influenced students’ behavioural intention most revealed that social influence, effort expectancy, and performance expectancy influenced university students’ acceptance of ChatGPT but not facilitating conditions.
Faizah Mohamad, N. Hadi, Z. A. Kadir et al.· International journal of res...· 0 citations
The development of Artificial Intelligence (AI), especially ChatGPT, has brought changes in the learning process in universities and encouraged students to utilize technology to support academic activities. This condition makes it important to find out how students perceive the use of ChatGPT in lectures. This study aims to analyze students' perception of the use of ChatGPT from the aspects of utilization, digital literacy, and academic ethics. This study uses a survey method with a quantitative descriptive approach. Data was collected through an online questionnaire using Google Form to students of the Educational Technology Study Program, Faculty of Education and Psychology, Semarang State University, class of 2022–2025 who were selected using random sampling techniques. The research instrument was in the form of a closed questionnaire with a five-point Likert scale, while the data was analyzed using descriptive statistics through the calculation of mean and percentage. The results of the study show that students have a very positive perception of the use of ChatGPT in lecture activities, which is reflected in the aspects of utilization, digital literacy, and academic ethics. These findings show that ChatGPT is seen as a technology that is able to support the learning process if used wisely, accompanied by digital literacy skills, and still paying attention to academic ethics. This research contributes to enriching the study of the use of AI in higher education and can be a reference for the development of learning that integrates AI effectively and responsibly.
Farakh Lisda Aulia, Sony Zulfikasari· Jurnal Penelitian Pendidikan· 0 citations
Rapid development of Artificial Intelligence (AI), particularly ChatGPT, has transformed online learning motivation and influenced learners' motivation in higher education. With the increasing reliance on AI-assisted tools for academic support, concerns have emerged regarding their influence on learners’ motivation, engagement and learning experiences. Therefore, this study investigated the influence of ChatGPT on learners’ online motivation to learn especially in terms of expectancy, value and social support. This study employed quantitative survey research involving 137 students from various academic fields and levels of study. The research instrument consisted of three sections containing 53 items adapted from Fowler (2018) and Youssef et al. (2024). The findings revealed that learners perceived ChatGPT positively particularly in enhancing critical thinking, academic achievement and student engagement. Furthermore, significant positive relationships were found between ChatGPT and expectancy, value and social support. The findings suggest that when used appropriately, ChatGPT has the potential to support learners’ motivation and engagement in online learning. This study contributes to the growing body of literature on AI-assisted learning and provides useful implications for educators, institutions and further research in regards to the implementation of generative AI in higher education.
Fathimah Razman, Siti Syairah Fakhruddin, S. Idris et al.· International journal of res...· 0 citations
This study investigates the impact of ChatGPT-assisted learning on students’ academic performance and learning experience at MAN 2 Makassar. A mixed-methods approach was applied by combining pre-test and post-test assessments, questionnaires, and semi-structured interviews. Four subjects were evaluated: Indonesian Language, Physics, Economics, and Mathematics. Quantitative data were analyzed using a paired sample t-test, supported by assumption testing and effect size analysis, while qualitative data were used to examine students’ learning behavior and ethical concerns. The results showed significant improvements in all subjects after ChatGPT-assisted learning, with p-values below 0.05. The findings indicate that ChatGPT can support conceptual understanding, answer formulation, and student engagement when used under teacher guidance. However, risks of overreliance and academic dishonesty were also identified. Therefore, ChatGPT should be integrated as a complementary learning tool supported by clear academic guidelines, digital literacy, and teacher supervision.
Malika Almaira, Jihan Aqila Edwin, Marzhya Naila Salsabila et al.· 2026 International Conferenc...· 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.