University Students’ Perspective on ChatGPT and Technology Literacies

Abstract

In recent years, technologies utilising artificial intelligence have gained popularity. It is common for college students to use ChatGPT when writing academic assignments. Considering the importance of technology literacy in adopting ChatGPT in academic writing, this study explored how Chatbot was used by college students in Bhutan in relation to Privacy literacy, Data literacy, Information literacy, and Technology adoption (Chatbot). Using a cross-sectional survey, the data for this study was collected using an online survey and 290 students responded. Analyses were mainly quantitative. Both descriptive and inferential statistics were reported. The findings of Mann-Whitney U test suggests that male students used more technology compared to their female counterparts and statistically significant differences were found on technological adoption between the genders. However, the results of Kruskal-Wallis H test revealed that there was no statistically significant difference across four age levels. Furthermore, results of path analyses showed significant direct relationship from Data literacy to Technology adoption (Chatbot). However, no empirical support was found for Information literacy and Privacy literacy. Taken together, the findings of this study have significance to the students, lecturers, and policy planners of the Royal University of Bhutan.

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