The influence of ChatGPT on digital learning: Experience among university students
| dc.contributor.author | Komba, Mercy Mlay | |
| dc.date.accessioned | 2024-08-12T04:56:25Z | |
| dc.date.available | 2024-08-12T04:56:25Z | |
| dc.date.issued | 2024 | |
| dc.description | The authors declare that they have no affiliations with or involvement in any organization or entity with any financial interests in the subject matter or materials discussed in this manuscript. | |
| dc.description.abstract | Purpose This study aims to investigate the influence of ChatGPT, an AI-based chatbot, on the digital learning experience of students at Mzumbe University. Design/methodology/approach This study adopted a qualitative research design to gather in-depth insights from participants. Semi-structured interviews and an analysis of previous chat content were used as primary sources of data. Thematic analysis was used to analyze the qualitative data, allowing for the exploration of participants’ perspectives, experiences and opinions regarding the integration of ChatGPT into the learning process. Findings The results of the study demonstrated that ChatGPT is widely used in educational contexts and has a positive influence on students’ study habits, academic performance, and understanding of course material. Students appreciated the system’s simplicity, tailored instructions, and the promptness and accuracy of the responses. Despite the possibility of isolated mistakes. Research limitations/implications It is important to recognize the limitations of this study. First, the sample size was small, limiting the broad application of the results. Second, this study’s narrow emphasis on students at Mzumbe University limits its applicability in other situations. Furthermore, depending on self-reported experiences, biases, such as individual interpretation or recollection bias, can occur. Practical implications Educators can maximize ChatGPT in the classroom by using study insights. Its advantages, such as effectiveness and enhanced performance, highlight the possibility for student-centered learning. Practitioners are guided by their awareness of problems, such as probable errors. Constant updates guarantee ChatGPT’s applicability and provide educators with useful advice. Social implications Peer impact is highlighted in this study concerning social factors on the adoption of AI in education. Resolving issues preserves public confidence. Views influence public opinion and direct policymakers in discussions about safe AI use. It influences public attitudes while navigating the ethical integration of AI. Originality/value This study offers insightful information about the impact of ChatGPT on digital learning in Tanzania’s higher education. It makes innovative research contributions that enhance educational practices and emphasizes the advantages, difficulties and demands of responsible usage in the context of AI-based chatbots. | |
| dc.description.sponsorship | This study was not supported by any grant. | |
| dc.identifier.citation | APA | |
| dc.identifier.uri | https://doi.org/10.1108/GKMC-10-2023-0390 | |
| dc.identifier.uri | https://scholar.mzumbe.ac.tz/handle/123456789/1033 | |
| dc.language.iso | en_US | |
| dc.publisher | Global Knowledge, Memory and Communication | |
| dc.subject | Academicperformance | |
| dc.subject | Cognitive benefits | |
| dc.subject | Social influence | |
| dc.subject | Challenges | |
| dc.subject | User-friendliness | |
| dc.subject | AI chatbots | |
| dc.subject | ChatGPT | |
| dc.subject | Digital learning experience | |
| dc.title | The influence of ChatGPT on digital learning: Experience among university students | |
| dc.type | Article |