DIGITALATTITUDES OF PRE-SERVICE BIOLOGY TEACHERS TOWARDS THE APPLICATION OF CHATGPT IN THE UNIVERSITY LEARNING PROCESS
1 Technical University of Sofia, Faculty of Automatics (BULGARIA)
2 Institute of New Imaging Technologies, Jaume I University (SPAIN)
3 Sofia University St. Kliment Ohridski, Faculty of Biology (BULGARIA)
4 Sofia University "St. Kliment Ohridski", Faculty of Biology (BULGARIA)
2 Institute of New Imaging Technologies, Jaume I University (SPAIN)
3 Sofia University St. Kliment Ohridski, Faculty of Biology (BULGARIA)
4 Sofia University "St. Kliment Ohridski", Faculty of Biology (BULGARIA)
About this paper:
Appears in: ICERI2023 Proceedings
Publication year: 2023
Pages: 1612-1621
ISBN: 978-84-09-55942-8
ISSN: 2340-1095
doi: 10.21125/iceri.2023.0490
Publication year: 2023
Pages: 1612-1621
ISBN: 978-84-09-55942-8
ISSN: 2340-1095
doi: 10.21125/iceri.2023.0490
Conference name: 16th annual International Conference of Education, Research and Innovation
Dates: 13-15 November, 2023
Location: Seville, Spain
Dates: 13-15 November, 2023
Location: Seville, Spain
Abstract:
The rapid advancement of artificial intelligence (AI) has brought about both positive and unforeseen negative consequences. Despite the widespread media coverage and adoption of AI, there remains a persistent lack of comprehension surrounding its intricacies.Chat GPT, a chatbot powered by AI, offers users an intuitive and personalized experience, functioning as a valuable tool that greatly enhances human capabilities and productivity.
This paper presents the findings of a survey-based study that explores students' understanding of AI and their attitudes towards its integration into the learning process. The research framework was developed based on an extensive review of relevant literature, which examines the relationship between attitudes, behavior, and acceptance of AI in university education. The questionnaire, comprising nine questions (some with sub-questions), investigates various aspects of this conceptual model. The study was conducted online during the period of February to March 2023, with 120 students aged 19-23 participating through a provided link to a Bulgarian-language questionnaire. 81 acquired responses are analyzed in the paper.
Descriptive statistics and analysis of respondents' opinions were employed to examine the collected data. The results reveal that participating students:
(a) perceive Chat GPT as capable of addressing specific queries related to certain concepts and offering alternative learning support;
(b) predominantly utilize AI writing tools, such as Chat GPT, for tasks such as homework preparation, overcoming writing difficulties, composing essays, and meeting tight assessment deadlines;
(c) express an inability to evaluate the quality of information provided by Chat GPT, often interpreting the use of the writing tool as deceitful;
(d) hold mixed views regarding the benefits of Chat GPT in the realm of learning and teaching. This ambivalence diminishes the positive impact attributed to the perceived usefulness of Chat GPT in the students' learning journey.