Abstract:

The rapid expansion of artificial intelligence technologies in higher education is transforming the nature of learning processes and reshaping students’ academic experiences. At the center of this transformation lie large language models such as ChatGPT, which significantly influence how students access information, develop problem-solving strategies, engage in academic writing, and structure their overall learning. University students increasingly utilize these technologies to receive support with complex academic tasks, deepen their research, organize written assignments, and create personalized learning environments.

The capabilities of ChatGPT, such as instant feedback, text generation, explanation, and summarization have the potential to enhance students’ academic performance. However, they also raise new discussions concerning critical thinking, academic integrity, independent learning, and cognitive load. Some studies show that AI-assisted tools strengthen students’ motivation, help them better understand complex concepts, and provide learning experiences tailored to individual pace and needs. Conversely, there are concerns that excessive or uncritical use may hinder students’ ability to produce original work, weaken adherence to academic ethics, or promote more superficial learning patterns.

For this reason, evaluating university students’ attitudes toward ChatGPT, their frequency and purposes of use, perceived benefits, and potential risks is essential both for understanding the current state of digital literacy in higher education and for designing more effective AI-supported learning environments. Examining students’ interactions with ChatGPT within a comprehensive framework will contribute to informed decision-making in areas such as academic advising, guidance services, assessment practices, and instructional design.

The aim of this study is to statistically evaluate the attitudes of students studying in different faculties at Istanbul University-Cerrahpaşa during the 2024–2025 academic year regarding their use of ChatGPT, in relation to demographic and general characteristics. A total of 600 students participated in the study. The measurement tool used was the ChatGPT Usage Attitude Scale developed by Köhler and Hartig (2024). The scale consists of 24 items and 3 sub-dimensions. Since the results of the Kolmogorov-Smirnov and Shapiro-Wilk normality tests were p>0.05, the data were determined to follow a normal distribution. An independent samples t-test was employed for comparisons between two groups, and a one-way ANOVA test was used for comparisons among more than two groups. According to the analysis results, male students, engineering faculty students, students with higher perceived income, fourth-year students, students living with their families, and those who use the internet for more than 5 hours per day were found to have significantly higher attitudes toward ChatGPT use.

Keywords:

ChatGPT Usage, University Students, Statistical Analysis.