Utilizing generative artificial intelligence in higher education: students’ and teachers’ views

PDF (ελληνικά)
Published: Apr 3, 2025
DOI: https://doi.org/10.12681/codiste.7791
Keywords:
Artificial intelligence chatbots ChatGPT conversational agents higher education
Sofia Konstantinidou
University of Macedonia
https://orcid.org/0009-0005-6170-3062
Ioannis Lefkos
Nikolaos Fachantidis
Abstract

This qualitative study examines the perceptions of students / future teachers and higher education teachers regarding the use of artificial intelligence technologies such as ChatGPT as learning assistants. It started with a pre-experimental study using a questionnaire with open-ended questions to explore the reasons for willingness to use and concerns about such technologies among 152 undergraduate students in a teaching department. Based on these results an intervention including theoretical and practical exposure to conversational agents was designed and conducted. Subsequently, a post-experimental assessment was carried out using the same questionnaire to evaluate changes in 59 students' perceptions. The findings highlighted benefits such as ease of use, immediate feedback in academic tasks, but concerns regarding misuse and reliability. The ongoing semi-structured interviews with university teachers emphasize a strong willingness to utilize these tools, focusing on enhancing their training and understanding students' concerns.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., & Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818-824. https://doi.org/10.25082/AMLER.2023.02.009
Chan, C., K., Y., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(43). https://doi.org/10.1186/s41239-023-00411-8
Khan, R., Das, A. (2018). Introduction to Chatbots. In: Build Better Chatbots. Apress. https://doi.org/10.1007/978-1-4842-3111-1_1
Kooli, C. (2023). Chatbots in Education and Research: A critical examination of ethical implications and solutions. Sustainability, 15(7). https://doi.org/10.3390/su15075614
Lee, Y-F., Hwang, G-J., & Chen, P-Y. (2022). Impacts of an AI-based chatbot on college students’ afterclass review, academic performance, self-efficacy, learning attitude, and motivation. Education Tech Research Dev, 70, 1843–1865. https://doi.org/10.1007/s11423-022-10142-8
Mendoza, S., Sanchez-Adame, L., S., Urquiza-Yllescas, J., F., Gonzalez-Beltran, B., A., & Decouchant, D. (2022). A model to develop chatbots for assisting the teaching and learning process. Sensors, 22(15). https://doi.org/10.3390/s22155532
Shoufan, A. (2023). Exploring students’ perceptions of ChatGPT: thematic analysis and follow-up survey. IEEE Access, 11, 38805-38818. https://doi.org/10.1109/ACCESS.2023.3268224
Sprenger, D. & Schwaninger, A. (2021). Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ usage. International Journal of Educational Technology in Higher Education 18(1). https://doi.org/10.1186/s41239-021-00243-4
Tsivitanidou, O., & Ioannou, A. (2021). Envisioned Pedagogical Uses of Chatbots in Higher Education and Perceived Benefits and Challenges. In: Zaphiris, P., Ioannou, A. (Eds), Proceedings of the Conference on Learning and Collaboration Technologies: Games and Virtual Environments for Learning (pp. 230-250). Springer, Cham. https://doi.org/10.1007/978-3-030-77943-6_10