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Exploring undergraduates’ attitudes towards ChatGPT: is AI resistance constraining the acceptance of chatbot technology?

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dc.contributor.author Sánchez Reina, Jesús Roberto
dc.contributor.author Theophilou, Emily
dc.contributor.author Hernández Leo, Davinia
dc.contributor.author Ognibene, Dimitri
dc.date.accessioned 2024-10-29T07:37:15Z
dc.date.available 2024-10-29T07:37:15Z
dc.date.issued 2024
dc.identifier.citation Sánchez-Reina JR, Theophilou E, Hernández-Leo D, Ognibene D. Exploring undergraduates’ attitudes towards ChatGPT: is AI resistance constraining the acceptance of chatbot technology? In: Casalino G, et al, editors. Higher education learning methodologies and technologies online. 5th International Conference HELMeTO 2023; 2023 Sept 13-15; Foggia, Italy. Cham: Springer; 2024. p. 383-97. DOI: 10.1007/978-3-031-67351-1_26
dc.identifier.uri http://hdl.handle.net/10230/68392
dc.description.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.
dc.description.sponsorship 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.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Springer
dc.rights © 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
dc.title Exploring undergraduates’ attitudes towards ChatGPT: is AI resistance constraining the acceptance of chatbot technology?
dc.type info:eu-repo/semantics/conferenceObject
dc.identifier.doi http://dx.doi.org/10.1007/978-3-031-67351-1_26
dc.subject.keyword AI attitudes
dc.subject.keyword AI literacy
dc.subject.keyword ChatGPT acceptance
dc.subject.keyword Higher education
dc.subject.keyword Public relations students
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RB-C33
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/acceptedVersion

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