Influence of ChatGPT on Students’ Learning Behavior in Faculty of Education, University of Uyo

Abstract

This study investigates the influence of ChatGPT, an AI-driven conversational model developed by OpenAI, on students' learning behavior within the Faculty of Education at the University of Uyo. The rapid integration of technology in education, particularly AI, has transformed traditional learning practices, offering significant potential for enhancing student engagement and learning outcomes. Despite the growing use of AI tools like ChatGPT, there is a paucity of empirical research on their impact on students' learning behaviors in higher education contexts. This study addresses this gap by examining how ChatGPT affects students' engagement, comprehension, and overall academic performance. Utilizing a descriptive survey design, data were collected from 103 second-year students through a structured questionnaire. The instrument was validated by experts and tested for reliability, yielding a Cronbach Alpha coefficient of 0.84. The findings reveal that students perceive ChatGPT positively, noting improvements in their understanding, problem-solving abilities, motivation, and confidence. However, concerns were raised about a potential decrease in critical thinking skills due to over-reliance on AI-generated responses. The study also explores gender differences in the influence of ChatGPT, finding no significant variation between male and female students' learning behaviors. The results highlight the need for educators to integrate AI tools thoughtfully, balancing their benefits with the promotion of critical thinking and independent learning skills. The study provides valuable insights for policymakers, educators, and researchers on the effective incorporation of AI in educational settings, contributing to the growing body of literature on AI in education. Recommendations include the development of guidelines for the responsible use of AI tools to enhance learning while mitigating potential drawbacks.