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López Aguilar, Diego
Technology for Learning and Knowledge Strategies in Virtual Education: A Case Study of Higher Education
Higher education students’ perceptions of ChatGPT: A global study of early reactions
2023
,
López Aguilar, Diego
This research is oriented to the application of Information and Communication Technologies based on Learning and Knowledge Technologies, for the development of virtual environments that improve concentration, creativity, and student interest in virtual or face-to-face classes. The objective pursued by the research is to relate ICT and TAC in the development of personal learning environments in students of higher education. The methodology used is experimental, exploratory through a quantitative approach. The technique used was the survey, using two instruments; a structured questionnaire focused on web 3.0 tools used as a pre-test, made up of 24 questions, later the previously validated instrument was applied as a post-test based on the Technology Acceptance Model (TAM) made up of 15 questions in which measures the acceptance of digital resources. The instruments were validated using the Cronbach's Alpha statistic, having high-reliability values. The population used for this research was 49 students: obtaining as a result the acceptance of the Moodle educational platform. Recognizing that ICT and TAC are fundamental in the educational field since they demonstrate an innovative educational strategy that fosters interaction with free web 3.0 tools available on the Internet, where students prefer to work with TAC tools on gamification platforms due to their ease of use demonstrating greater interest in collaborative work, optimizing time and resources. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
2025
,
Dejan Ravšelj
,
Damijana Keržič
,
Nina Tomaževič
,
Lan Umek
,
Nejc Brezovar
,
Noorminshah A. Iahad
,
Ali Abdulla Abdulla
,
Anait Akopyan
,
Magdalena Waleska Aldana Segura
,
Jehan AlHumaid
,
Mohamed Farouk Allam
,
Maria Alló
,
Raphael Papa Kweku Andoh
,
Octavian Andronic
,
Yarhands Dissou Arthur
,
Fatih Aydın
,
Amira Badran
,
Roxana Balbontín-Alvarado
,
Helmi Ben Saad
,
Andrea Bencsik
,
Isaac Benning
,
Adrian Besimi
,
Denilson da Silva Bezerra
,
Chiara Buizza
,
Roberto Burro
,
Anthony Bwalya
,
Cristina Cachero
,
Patricia Castillo-Briceno
,
Harold Castro
,
Ching Sing Chai
,
Constadina Charalambous
,
Thomas K. F. Chiu
,
Otilia Clipa
,
Ruggero Colombari
,
Luis José H. Corral Escobedo
,
Elísio Costa
,
Radu George Crețulescu
,
Marta Crispino
,
Nicola Cucari
,
Fergus Dalton
,
Meva Demir Kaya
,
Ivo Dumić-Čule
,
Diena Dwidienawati
,
Ryan Ebardo
,
Daniel Lawer Egbenya
,
MoezAlIslam Ezzat Faris
,
Miroslav Fečko
,
Paulo Ferrinho
,
Adrian Florea
,
Chun Yuen Fong
,
Zoë Francis
,
Alberto Ghilardi
,
Belinka González-Fernández
,
Daniela Hau
,
Md. Shamim Hossain
,
Theo Hug
,
Fany Inasius
,
Maryam Jaffar Ismail
,
Hatidža Jahić
,
Morrison Omokiniovo Jessa
,
Marika Kapanadze
,
Sujita Kumar Kar
,
Elham Talib Kateeb
,
Feridun Kaya
,
Hanaa Ouda Khadri
,
Masao Kikuchi
,
Vitaliy Mykolayovych Kobets
,
Katerina Metodieva Kostova
,
Evita Krasmane
,
Jesus Lau
,
Wai Him Crystal Law
,
Florin Lazăr
,
Lejla Lazović-Pita
,
Vivian Wing Yan Lee
,
Jingtai Li
,
López Aguilar, Diego
,
Adrian Luca
,
Ruth Garcia Luciano
,
Juan D. Machin-Mastromatteo
,
Marwa Madi
,
Alexandre Lourenço Manguele
,
Rubén Francisco Manrique
,
Thumah Mapulanga
,
Frederic Marimon
,
Galia Ilieva Marinova
,
Marta Mas-Machuca
,
Oliva Mejía-Rodríguez
,
Maria Meletiou-Mavrotheris
,
Silvia Mariela Méndez-Prado
,
José Manuel Meza-Cano
,
Evija Mirķe
,
Alpana Mishra
,
Ondrej Mital
,
Cristina Mollica
,
Daniel Ionel Morariu
,
Natalia Mospan
,
Angel Mukuka
,
Silvana Guadalupe Navarro Jiménez
,
Irena Nikaj
,
Maria Mihaylova Nisheva
,
Efi Nisiforou
,
Joseph Njiku
,
Singhanat Nomnian
,
Lulzime Nuredini-Mehmedi
,
Ernest Nyamekye
,
Alka Obadić
,
Abdelmohsen Hamed Okela
,
Dorit Olenik-Shemesh
,
Izabela Ostoj
,
Kevin Javier Peralta-Rizzo
,
Almir Peštek
,
Amila Pilav-Velić
,
Dilma Rosanda Miranda Pires
,
Eyal Rabin
,
Daniela Raccanello
,
Agustine Ramie
,
Md. Mamun ur Rashid
,
Robert A. P. Reuter
,
Valentina Reyes
,
Ana Sofia Rodrigues
,
Paul Rodway
,
Silvia Ručinská
,
Shorena Sadzaglishvili
,
Ashraf Atta M. S. Salem
,
Gordana Savić
,
Astrid Schepman
,
Samia Mokhtar Shahpo
,
Abdelmajid Snouber
,
Emma Soler
,
Bengi Sonyel
,
Eliza Stefanova
,
Anna Stone
,
Artur Strzelecki
,
Tetsuji Tanaka
,
Carolina Tapia Cortes
,
Andrea Teira-Fachado
,
Henri Tilga
,
Jelena Titko
,
Maryna Tolmach
,
Dedi Turmudi
,
Laura Varela-Candamio
,
Ioanna Vekiri
,
Giada Vicentini
,
Erisher Woyo
,
Özlem Yorulmaz
,
Said A. S. Yunus
,
Ana-Maria Zamfir
,
Munyaradzi Zhou
,
Aleksander Aristovnik
,
Chengliang Wang
The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students’ perceptions across different socio-demographic and geographic factors, with key factors influencing students’ use of ChatGPT also being identified. Higher education institutions’ managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.