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Exploring Undergraduates’ Attitudes Towards ChatGPT. Is AI Resistance Constraining the Acceptance of Chatbot Technology?

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Higher Education Learning Methodologies and Technologies Online (HELMeTO 2023)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 2076))

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Abstract

The advent of Artificial Intelligence (AI) has revolutionized multiple sectors including education. The popularization of tools such as ChatGPT has sparked the debate concerning the impact of AI on traditional education and the nature of learning. This paper explores undergraduate students’ attitudes towards AI and ChatGPT acceptance. A descriptive cross-sectional study with 72 Public Relations students (M age = 19.2 years old) took place in Barcelona (Spain) during the first semester of 2023. The study implemented a mixed method approach with two validated questionnaires and an open text question to gather comprehensive insights. Findings reveal positive attitudes towards artificial intelligence and ChatGPT acceptance. The assessment of negative perceptions show concerns regarding artificial intelligence and the use of ChatGPT among participants. The correlational analysis of scales showed an intricate relationship between AI attitudes and ChatGPT acceptance while the qualitative analysis highlighted three major attitudes among students: openness, awareness, and alertness. The present study contributes to the ongoing discourse surrounding the use of ChatGPT in educational settings, emphasizing the importance of exploring students’ attitudes and concerns. As artificial intelligence continues to permeate various aspects in our daily life, it becomes crucial to explore its impact on education, particularly in higher education. By understanding students’ attitudes, both educators and institutions can enhance their proficiency in integrating artificial intelligence in a more efficient manner, ensuring a well-balanced approach that maximizes benefits while mitigating potential drawbacks of adopting AI technology.

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Acknowledgments

This work was partially funded by the Spanish Ministry (PID2020-112584RB-C33 and MDM-2015-0502 funded by MICIN/AEI/10.13039/501100011033), the Volkswagen Stiftung (Courage, ref. 95 566), and the Government of Catalonia (SGR 00930). DHL (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia program.

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Authors and Affiliations

  1. TIDE, ICT Department, Universitat Pompeu Fabra, Barcelona, Spain

    J. Roberto Sánchez-Reina, Emily Theophilou & Davinia Hernández-Leo

  2. Department of Psychology, Università degli Studi di Milano Bicocca, Milan, Italy

    Dimitri Ognibene

Authors
  1. J. Roberto Sánchez-Reina
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  2. Emily Theophilou
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  3. Davinia Hernández-Leo
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  4. Dimitri Ognibene
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Correspondence to J. Roberto Sánchez-Reina.

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Editors and Affiliations

  1. University of Bari, Bari, Italy

    Gabriella Casalino

  2. Pegaso University, Naples, Italy

    Raffaele Di Fuccio

  3. National Research Council of Italy, Institute for Educational Technology, Palermo, Italy

    Giovanni Fulantelli

  4. eCampus University, Novedrate, Como, Italy

    Paolo Raviolo

  5. Alma Mater Studiorum University of Bologna, Bologna, Italy

    Pier Cesare Rivoltella

  6. National Research Council of Italy, Institute for Educational Technology, Palermo, Palermo, Italy

    Davide Taibi

  7. University of Foggia, Foggia, Italy

    Giusi Antonia Toto

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Sánchez-Reina, J.R., Theophilou, E., Hernández-Leo, D., Ognibene, D. (2024). Exploring Undergraduates’ Attitudes Towards ChatGPT. Is AI Resistance Constraining the Acceptance of Chatbot Technology?. In: Casalino, G., et al. Higher Education Learning Methodologies and Technologies Online. HELMeTO 2023. Communications in Computer and Information Science, vol 2076. Springer, Cham. https://doi.org/10.1007/978-3-031-67351-1_26

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