Abstract:

In recent years the use of AI tools, particularly ChatGPT, has been widespread. In education, students tend to be attracted to their use. As for teachers, the use of these applications divides opinions: some defend the use of these tools, others feel threatened by them. In recent years, a number of studies have been carried out to assess students' perceptions of the use of AI tools and ChatGPT in particular. Despite this, little work has been done to produce guidelines for the use of ChatGPT by teachers and students, particularly those that emphasize the need to use it critically, ethically and with the ability to check bibliographic sources. In this communication, we will try to overcome this gap.

In this paper we present the case of an work carried out as part of a course unit in which the use of ChatGPT was not only allowed, but encouraged. We also asked the students to comment on the work carried out and the use of ChatGPT. A content analysis was carried out and the results are presented here. Results showed that students were motivated to carry out the work and understood that its widespread use requires critical thinking and compliance with ethical principles. The teacher acknowledge that some students developed some competences while performing this task and were able to delivered a quality, well supported essay. These competences development was also identified by some students.

We conclude by presenting some guidelines to help teachers use ChatGPT in the context of academic work.

Keywords:

Chat GPT, higher education, students’ perception, artificial intelligence.