Moderating Role of ChatGPT Usage between Self-Efficacy and Student Engagement Among Students in Pakistan: Toward Academic Technoutopia

Abstract

This study investigated the interaction effect of ChatGPT usage and self-efficacy on student engagement to provide corroborative evidence for AI-integration into curricula. Data were collected from 163 female and 134 male undergraduate students using the General Self-Efficacy Scale and Higher Education Student Engagement Scale. Results from Student’s t-test showed higher self-efficacy and online engagement among frequent users of ChatGPT, whereas higher levels of peer engagement and beyond-class engagement was observed among infrequent users of ChatGPT. Self-efficacy had a significant positive correlation with all student engagement subscales except beyond-class engagement, while controlling for ChatGPT usage. Results of the moderation analysis showed that higher self-efficacy was significantly associated with higher engagement levels for frequent users of ChatGPT. The study's findings emphasize the importance of implementing effective engagement strategies for students with low self-efficacy, while deepening the understanding of AI tools’ integration into curricula. This progression marks a significant step toward transitioning academia into an academic technoutopia.

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