Students’ perceptions of using ChatGPT in a physics class as a virtual tutor

The latest development of Generative Artificial Intelligence (GenAI), particularly ChatGPT, has drawn the attention of educational researchers and practitioners. We have witnessed many innovative uses of ChatGPT in STEM classrooms. However, studies regarding students’ perceptions of ChatGPT as a vir...

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Bibliographic Details
Published inInternational Journal of Educational Technology in Higher Education Vol. 20; no. 1; pp. 63 - 18
Main Authors Ding, Lu, Li, Tong, Jiang, Shiyan, Gapud, Albert
Format Journal Article
LanguageEnglish
Published Cham Springer International Publishing 01.12.2023
Springer Nature B.V
SpringerOpen
Subjects
Chatbots
ChatGPT
College students
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Educational Researchers
Educational Technology
GenAI
Generative artificial intelligence
Higher Education
Humanities
Information Systems Applications (incl.Internet)
Law
Misconception
Perception
Physics
Physics problems
Questions
Research Article
Statistics for Social Sciences
STEM education
Student attitudes
Technical education
Undergraduate Students
Undergraduate study
GenAI
Physics problems
Perception
ChatGPT
Misconception
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Summary:The latest development of Generative Artificial Intelligence (GenAI), particularly ChatGPT, has drawn the attention of educational researchers and practitioners. We have witnessed many innovative uses of ChatGPT in STEM classrooms. However, studies regarding students’ perceptions of ChatGPT as a virtual tutoring tool in STEM education are rare. The current study investigated undergraduate students’ perceptions of using ChatGPT in a physics class as an assistant tool for addressing physics questions. Specifically, the study examined the accuracy of ChatGPT in answering physics questions, the relationship between students’ ChatGPT trust levels and answer accuracy, and the influence of trust on students’ perceptions of ChatGPT. Our finding indicates that despite the inaccuracy of GenAI in question answering, most students trust its ability to provide correct answers. Trust in GenAI is also associated with students’ perceptions of GenAI. In addition, this study sheds light on students’ misconceptions toward GenAI and provides suggestions for future considerations in AI literacy teaching and research.
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ISSN:2365-9440
2365-9440
DOI:10.1186/s41239-023-00434-1