An Exploratory Analysis of Student Perspectives on ChatGPT Across Disciplines
Khawlah Ahmed (American University of Sharjah)
Tharwat M. El-Sakran (American University of Sharjah)
Abstract
Recent evolution in generative artificial intelligence (GenAI) implementation technologies, such as ChatGPT, presents potential tradeoffs for students and educators. With the expanding use of ChatGPT, the issue of users’ trust and believability in generated responses has become crucial. To our best knowledge, there is no research that considers the users’ perspective on the veracity of AI systems’ generated outcomes. In this exploratory study, we aim to understand technology users’ reactions to AI generated responses. For this purpose, we administered a survey across academic disciplines of a heterogeneous university. We demonstrate that though users possess great confidence in ChatGPT, they still verify the veracity of ChatGPT generated responses, showing that technology users need to become aware that AI applications are not infallible. We provide insights into the adoption, usage patterns, and nuanced perception of ChatGPT within the student population in the academic community.
Research Paper (In person; 25 minutes)
Technology / Online Learning / AI / CALL / MALL
General Interest
About the Presenters
Dr. Khawlah Ahmed is a professor of English. She has a multidisciplinary academic background with degrees in English education, English literature, and sociology, and certificates in teaching computer management instruction, teacher effectiveness training, and self-esteem training, as well as a New York State permanent teaching certification. She has been teaching for more than 15 years and has worked in many capacities, including as an administrator (as a dean, associate dean, and director), education specialist, coordinator, and undergraduate and graduate faculty member, for government and private institutions.
Dr. Tharwat M. El-Sakran's research interests are in the fields of teaching English as a foreign language (TEFL), teaching English to speakers of other languages (TESOL), teaching English for specific purposes (TESP), discourse analysis, intercultural communication, and forensic linguistics. He has published four books and a substantial number of research papers in peer-reviewed journals. Along with his colleagues, he has been engaged in the teaching of technical communication skills through engineering multidisciplinary projects. In such projects, the focus is on teamwork, personality management and development, and student-centered learning. Dr. El-Sakran is one of the associate editors for the International Journal of English for Specific Purposes. He is also a certified fraud examiner.
