According to information from RMIT University Vietnam, Dr. Greeni Maheshwari, senior lecturer at RMIT University, recently conducted a study highlighting the key factors influencing the intention to use and usage of ChatGPT by university students in Vietnam.
As one of the first empirical studies on the use of ChatGPT in Asia, this newly published study analyzed data collected from 108 participants, including undergraduate and graduate students from public and private universities in Vietnam.
The study results indicated that personal evaluations of ease of use, usefulness, personalization, and interactivity all significantly influenced students' attitudes and behaviors toward ChatGPT.
Meanwhile, the perception of ChatGPT's reliability and intelligence did not influence students' intention to use this tool.
The study results also showed that the evaluation of ease of use has a positive influence on intention to use; students tend to accept and use ChatGPT more when they find it convenient and user-friendly.
However, the usefulness evaluation of ChatGPT did not directly influence students' intention to use the tool, but indirectly through personalization - the extent to which ChatGPT can be personalized to students' needs, and interactivity - the interactive features the tool provides.
The study also found that the intelligence rating of ChatGPT was not a factor in whether students considered using the tool or not. This, according to the RMIT University expert, could be due to the fact that ChatGPT still has limitations, such as the lack of the ability to provide the most up-to-date information.
New research by RMIT experts also reinforces the view that building trust in artificial intelligence systems requires time and consistent positive experiences.
Limitations associated with ChatGPT, such as outdated information, influenced students' perceptions of the tool's functionality and reliability, as well as their intentions to use it.
The insights gained from the study have practical implications for educational institutions in making decisions regarding the use of ChatGPT and other generative AI tools in educational settings, said Dr. Greeni Maheshwari.
“By recognizing the importance of factors such as ease of use, usefulness, interactivity, personalization, and adoption intention, educational institutions can deploy effective strategies to engage students in appropriate use of AI tools,” shared Dr. Greeni Maheshwari.
RMIT University experts also commented that the world is witnessing a potential revolution in the education industry based on the power of AI, of which ChatGPT is a typical tool.
It brings about fundamental changes in the way people perceive and approach learning, promising to deliver more personalized, interactive and effective educational experiences.
Amid growing ethical concerns surrounding the use of AI in education, Dr Greeni Maheshwari suggests that schools can play a key role in ensuring responsible use of AI.
Specifically, schools should issue clear guidelines and codes of conduct for both learners and teachers, and give careful consideration to integrating AI into assessment.
According to this expert, as the use of AI tools is becoming an inevitable trend, we need to design assessments that encourage responsible use of AI and maintain learners' critical thinking skills and creativity during the test.
Additionally, ongoing training and awareness programs can help learners and educators understand the ethical aspects of using AI in education, promoting a culture of responsible technology use.
“If acted upon consciously based on ethical considerations, educational institutions can harness the benefits of AI while maintaining ethical standards,” Dr. Greeni Maheshwari opined.
The development of AI brings both opportunities and challenges.
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