Abstract
The launch of ChatGPT has caused a storm of reactions and debates in the academic community. These ongoing conversations have elicited mixed responses of enthusiasm, dissatisfaction, and apprehension among stakeholders in the academic spaces. However, student voices are yet to be heard. This paper analyses student responses to an opinion piece about ChatGPT published in The New York Times. Using the Theory of Reasoned Action, we interpreted students’ perceptions and dispositions towards ChatGPT. We analyzed how students’ beliefs, personal experiences with ChatGPT, and social expectations influenced their stance on adopting or banning ChatGPT in U.S. schools. We found that students perceived ChatGPT to be a valuable tool to support learning. However, they have several concerns about the potential for cheating, misinformation, and issues of fairness related to the use of ChatGPT.
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Famaye, T., Adisa, I.O., Irgens, G.A. (2023). To Ban or Embrace: Students’ Perceptions Towards Adopting Advanced AI Chatbots in Schools. In: Arastoopour Irgens, G., Knight, S. (eds) Advances in Quantitative Ethnography. ICQE 2023. Communications in Computer and Information Science, vol 1895. Springer, Cham. https://doi.org/10.1007/978-3-031-47014-1_10
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