Abstract
The main aim of this mixed methods study is to determine the evaluations made by academics on an academic text generated with ChatGPT and get their general views on ChatGPT. The convergent parallel design is utilized where the qualitative and quantitative methods are combined to produce triangulated results. Data were collected via an online form from 45 academics. Academics were asked to read and rate the sample text generated by ChatGPT. The titles “Writing rules,” “Language and expression,” and “Subject integrity” of the text generated by ChatGPT received the highest ratings from the academics. The qualitative findings obtained were interpreted within the framework of the “Diffusion of Innovations” and “Uses and Gratifications” theories, and the related themes were formed. As a result, the participants were asked about their feelings about using ChatGPT, and the themes of astonishment, pessimism, anxiety, and hopefulness emerged. Participants were asked their opinions about the benefits and negative aspects of using ChatGPT. Themes emerged under the benefits, and negative aspects titles were evaluated. Finally, the other themes that emerged under the satisfaction with ChatGPT and making ChatGPT widespread titles were assessed.
Keywords
Artificial intelligence Chatbots in Education ChatGPT Diffusion of Innovations Generative AI
References
- Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI : Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3).
- Baidoo-anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. SSRN.
- Berger, J. I. (2005). Perceived consequences of adopting the Internet into adult literacy and basic education classrooms. Adult Basic Education, 15(2), 103–121.
- Chocarro, R., Cortiñas, M., & Marcos-Matás, G. (2023). Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics. Educational Studies, 49(2), 295–313. https://doi.org/10.1080/03055698.2020.1850426
- Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
Abstract
References
- Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI : Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3).
- Baidoo-anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. SSRN.
- Berger, J. I. (2005). Perceived consequences of adopting the Internet into adult literacy and basic education classrooms. Adult Basic Education, 15(2), 103–121.
- Chocarro, R., Cortiñas, M., & Marcos-Matás, G. (2023). Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics. Educational Studies, 49(2), 295–313. https://doi.org/10.1080/03055698.2020.1850426
- Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
Details
| Primary Language | English |
|---|---|
| Subjects | Lifelong learning |
| Journal Section | Articles |
| Authors | |
| Publication Date | July 1, 2024 |
| Submission Date | September 1, 2023 |
| Published in Issue | Year 2024 Volume: 25 Issue: 3 |