Characteristics, motivations and attitudes of students using ChatGPT and other language model-based chatbots in higher education

Abstract

Abstract The rapid adoption of generative artificial intelligence (AI) chatbots, particularly ChatGPT, among university students reflects significant changes in the teaching and learning process. This study examines the usage patterns, motivations, and attitudes of 974 university students who use generative chatbots in academic settings. Results indicate widespread usage, with 61.4% of students reporting the use of chatbots, mainly ChatGPT, and notable differences in adoption rates between genders. The main motivations for their use include understanding complex concepts, managing time efficiently, and improving academic performance. Although students find these tools beneficial for study time management and access to information, they also express concerns about potential dependency and the loss of writing and analytical skills. Gender differences reveal distinct usage patterns. Men tend to make small or moderately significant changes, while women prefer generating new and personalized responses based on the provided texts. The most commonly reported issues are incomplete, irrelevant, or inaccurate responses. These findings suggest the need to implement educational initiatives that integrate chatbots based on language models into academic settings from an appropriate perspective.

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