ChatGPT Goes to College: Exploring Student Perspectives on Artificial Intelligence in the Classroom

Abstract

Background The emergence of artificial intelligence (AI) in higher education has sparked numerous discussions about its implications. ChatGPT, a prominent AI conversational model, has attracted significant attention for its ability to generate essays and formulate responses. Objective The current study sought to explore how and why students are using ChatGPT, and to examine their perceptions about ChatGPT and academic integrity. Method Students were surveyed about the frequency and motivation for ChatGPT use and their views on ChatGPT and academic misconduct. Exploratory factor analyses were conducted to examine patterns of correlations between each of the measures. Results Students primarily use ChatGPT for gathering information, motivated by its value and convenience rather than hedonic reasons, and can correctly identify academically unethical uses of the tool as cheating. Conclusion The current study presents comprehensive data on college students’ ChatGPT usage patterns, attitudes, and perceptions of cheating behavior. The outcomes of this research provide insight into how college students are currently interacting with AI tools. Teaching Implications Our findings offer practical insights for universities developing AI policies in the classroom, contributing to the ongoing discourse on AI’s role in higher education by providing accurate information about ChatGPT’s pervasiveness in academia.

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