Usage and perception of ChatGPT in higher education
DOI:
https://doi.org/10.36825/RITI.11.23.009Keywords:
ChatGPT, Higher Education, Artificial IntelligenceAbstract
This article aims to analyze higher education students' management and perception regarding using ChatGPT in their academic activities. To accomplish this, a descriptive study with a qualitative approach was employed to analyze the data obtained through a questionnaire administered to students from various majors at the Universidad Autónoma de Sinaloa. The instrument consisted of two sections with closed-ended questions and a Likert scale to measure the learners' perception. The results revealed that a minority of the respondents (33%) had used ChatGPT in their school practices. Additionally, it was found that a significant proportion (75%) did not consider the use of this tool suitable for their educational tasks, and a similar percentage (79%) did not perceive improvements in their research and data analysis skills. A low dependence on using this tool for school assignments was observed (4%), along with a lack of confidence in teachers' preparedness to effectively incorporate this technology into their classes (83%). In conclusion, educational institutions are recommended to carefully consider integrating artificial intelligence tools in didactic exercises, taking into account the concerns expressed by the students.
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