From the Gender Lens: Student Perceptions of ChatGPT in Higher Education

Abstract

The development of artificial intelligence (AI) technologies, such as ChatGPT, has significantly impacted education. Our study adds a gender lens to this discourse by examining how male and female students in Indonesian higher education perceive ChatGPT differently. ChatGPT, trained on human conversation data, provides human-like responses, enhancing interactivity and learning effectiveness in higher education. This study examines university students' perspectives from Indonesia and the use of ChatGPT in learning, involving 250 participants (109 males, 43.6%; 141 females, 56.4%). The findings reveal that males found ChatGPT more effective for interacting, searching, evaluating, and managing information, and they exhibited more positive attitudes and satisfaction toward its use. Additionally, males perceived ChatGPT as contributing more to their learning experience, particularly in daily classes and practical subjects. In contrast, females found ChatGPT more helpful for theoretical assignments and homework. These results highlight significant gender differences in ChatGPT's perceived benefits, underscoring the need to consider gender-specific preferences in educational technology implementation. This study provides insights into integrating ChatGPT effectively in education and emphasizes the importance of developing inclusive and adaptive AI-driven learning tools. Further research is needed to explore underlying factors influencing these differences and to design more equitable solutions for all students.

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