doi: 10.56294/dm2024268

ORIGINAL

Investigating the attitude of university students towards the use of ChatGPT as a learning resource

Investigando la actitud de los estudiantes universitarios hacia el uso del ChatGPT como recurso de aprendizaje

Edwin Gustavo Estrada-Araoz¹ *, Yolanda Paredes-Valverde¹ *, Rosel Quispe-Herrera¹ *, Néstor Antonio Gallegos-Ramos¹ *, Freddy Abel Rivera-Mamani¹ *, Alfonso Romaní-Claros¹ *

¹Universidad Nacional Amazónica de Madre de Dios, Facultad de Educación. Puerto Maldonado, Perú.

Cite as: Estrada-Araoz EG, Paredes-Valverde Y, Quispe-Herrera R, Gallegos-Ramos NA, Rivera-Mamani FA, Romaní-Claros A. Investigating the attitude of university students towards the use of ChatGPT as a learning resource. Data and Metadata. 2024; 3:268. https://doi.org/10.56294/dm2024268

Submitted: 27-09-2023  Revised: 12-02-2024                          Accepted: 23-04-2024                       Published: 24-04-2024

Editor: Prof. Dr. Javier González Argote

ABSTRACT

Introduction: currently, the integration of innovative technologies plays a crucial role in students’ academic formation. In this context, ChatGPT emerges as a cutting-edge tool with the potential to transform the educational experience.

Objective: to assess the attitude of university students towards the use of ChatGPT as a learning resource.

Methods: a quantitative study, non-experimental design and observational and descriptive type. The sample was determined through simple random sampling and consisted of 269 university students of both genders who were administered the Attitudes towards the Use of ChatGPT Scale, an instrument with adequate metric properties.

Results: the attitude towards the use of ChatGPT as a learning resource was predominantly rated at a medium level, as were the affective, cognitive, and behavioral dimensions. This suggests that students enjoy using ChatGPT as a tool in their learning process and consider it facilitates and improves their educational experience. However, they expressed concern about the possibility of this tool generating inaccurate results.

Conclusions: the attitude of university students towards the use of ChatGPT as a learning resource was rated at a medium level. Likewise, it was determined that as students progressed in their academic training, they developed a more favorable attitude towards the use of ChatGPT.

Keywords: Artificial Intelligence; ChatGPT; University Students; Attitude; Chatbot.

RESUMEN

Introducción: en la actualidad, la integración de tecnologías innovadoras desempeña un papel crucial en la formación académica de los estudiantes. En este contexto, el ChatGPT emerge como una herramienta de vanguardia con el potencial de transformar la experiencia educativa.

Objetivo: evaluar la actitud de los estudiantes universitarios hacia el uso del ChatGPT como recurso de aprendizaje.

Métodos: estudio cuantitativo, diseño no experimental y de tipo observacional y descriptivo. La muestra fue determinada mediante un muestro aleatorio simple y estuvo conformada por 269 estudiantes universitarios de ambos sexos a quienes se les aplicó la Escala de Actitudes hacia el Uso del ChatGPT, un instrumento con adecuadas propiedades métricas.

Resultados: La actitud hacia el uso del ChatGPT como recurso de aprendizaje fue valorada predominantemente en un nivel medio, al igual que las dimensiones afectivas, cognitivo y conductual. Esto sugiere que los estudiantes disfrutan utilizando ChatGPT como herramienta en su proceso de aprendizaje y consideran que facilita y mejora su experiencia educativa. Sin embargo, expresaron preocupación por la posibilidad de que esta herramienta pueda generar resultados inexactos.

Conclusiones: la actitud que tenían los estudiantes universitarios hacia el uso del ChatGPT como recurso de aprendizaje fue valorada en un nivel medio. Asimismo, se determinó que conforme los estudiantes avanzaban en su formación académica, desarrollaban una actitud más favorable hacia el uso del ChatGPT.

Palabras clave: Inteligencia Artificial; ChatGPT; Estudiantes Universitarios; Actitud; Chatbot.

INTRODUCTION

In recent decades, artificial intelligence (AI) has emerged as one of the most fascinating and transformative disciplines in the field of technology and science.⁽¹⁾ It is defined as a multidisciplinary approach that merges computer science and linguistics for the purpose of creating machines capable of performing tasks that usually require human intelligence.⁽²⁾ These tasks range from learning and adaptation to rationalization and understanding of abstract concepts, as well as the ability to react to complex human attributes such as attention, emotions, and creativity.⁽³⁾ AI has evolved rapidly, overcoming traditional boundaries and offering innovative solutions in a variety of fields, from healthcare and education to the financial sector and the entertainment industry.⁽⁴⁾

In the educational context, the rapid advances of AI and its increasing adoption for teaching and educational purposes could mark a new era of innovation in academia.⁽⁵⁾ The successful integration of AI in higher education has the potential to catalyze transformative changes that could redefine traditional pedagogical methods and open up new learning opportunities.⁽⁶⁾ These changes are not only limited to classroom teaching but also encompass personalizing learning, optimizing assessment, and creating more inclusive and accessible educational environments for all students.

One of the latest AI-based advances is ChatGPT,⁽⁷⁾ a large language model (LLM) developed by OpenAI, which emerged as a paradigm-shifting innovation for information acquisition.⁽⁸⁾ This tool possesses the ability to understand and generate human language coherently and contextually, positioning it as a powerful natural language processing tool.^(9,10)

Moreover, ChatGPT has found applications in a variety of fields, from virtual assistants and automated customer service to content generation, language translation, and question resolution, among others.⁽¹¹⁾ Its versatility and ability to learn from large data sets make it one of the most promising solutions in the field of human-machine communication and interaction.⁽¹²⁾

ChatGPT has significant potential to impact teaching and learning in practical ways.⁽¹³⁾ This impact can range from rapid access to relevant information to support research and study planning.⁽¹⁴⁾ Furthermore, these models can contribute to the personalization of learning, promoting learner autonomy and adapting the educational process to their specific needs.⁽¹⁵⁾ In addition, they offer the possibility of improving efficiency in the evaluation and assessment of students, as well as compensating for educational disadvantages.⁽¹⁶⁾ Ultimately, their application can increase the efficiency and productivity of the learning process, enriching the educational experience and contributing to the creation of a more effective and stimulating academic environment.⁽¹⁷⁾

Regarding the limitations and possible misuse of ChatGPT, several concerns arise that require attention. First, the generation of superficial, inaccurate, or incorrect content when using ChatGPT in scientific writing has been frequently observed, raising questions about its reliability and accuracy.⁽¹⁸⁾ Second, problems related to inaccurate citation, lack of proper referencing, and incorrect attribution of information to nonexistent sources have been noted.⁽¹⁹⁾ Third, because knowledge of ChatGPT is limited to data prior to 2021, its usefulness as a source of up-to-date and reliable literature review needs to be revised.⁽²⁰⁾ Finally, legal concerns have been raised, especially regarding copyright, which may arise due to the use of ChatGPT for content generation.⁽²¹⁾ These limitations and challenges underscore the need for a cautious and ethical approach to the use of this emerging technology in a variety of contexts.

Several investigations have been conducted to assess the attitude of university students towards the use of ChatGPT during their professional training, and the results are varied. In Mexico,⁽²²⁾ it was determined that higher education students had a poor attitude towards the use of ChatGPT. On the other hand, in Vietnam,⁽²³⁾ it was found that students had a favorable attitude about the ChatGPT application and its use. Similarly, in Jordan,⁽²⁴⁾ it was found that there was a positive attitude towards ChatGPT among students. These discrepancies highlight the importance of considering cultural context, prior experiences, and individual expectations when assessing attitudes toward this technology in different educational settings.

The present research is relevant for several reasons. First, ChatGPT represents an emerging technology that is increasingly being integrated into educational settings to enhance the learning experience. Assessing students' attitudes toward this tool provides valuable information about their acceptance and willingness to adopt new ways of learning. Second, understanding student attitudes toward ChatGPT can help identify potential barriers or challenges in its implementation. This allows educators and technology developers to adjust their teaching strategies and tool design to address students' needs and preferences more effectively. Finally, assessing the attitude towards the use of ChatGPT provides information on its perceived effectiveness compared to other traditional learning methods. This may influence the adoption and continued integration of this technology into curricula and educational practices.

The objective of the present research was to assess the attitude of university students toward the use of ChatGPT as a learning resource.

METHODS

Design

The research belongs to a quantitative approach since it focuses on numerical measurement and the use of statistics to determine students' behavior patterns. As for the design, it was non-experimental since the study variable was not deliberately manipulated but simply observed. As for the type, it was descriptive cross-sectional, given that the characteristics of the variable were analyzed and data were collected on a single occasion.⁽²⁵⁾

Participants

The research was carried out in a private university that offers educational services in the Madre de Dios region (Peru). The study population included all enrolled students, while the sample consisted of 269 students, a number determined by probability sampling with a confidence level of 95 % and a significance level of 5 %. Inclusion criteria were students of both sexes who were enrolled. On the other hand, as exclusion criteria, students who did not agree to participate in the research and those who were not in the Whatsapp groups of the different courses were considered.

Variables

Attitude towards the use of ChatGPT was considered as a study variable, which was categorized into 3 levels: low, medium, and high. In addition, the sociodemographic and academic variables included were gender (male and female), age (between 16 and 25 years, between 26 and 35 years), professional career (Administration, Accounting, and Law), and year of study (first, second, third, fourth and fifth).

Instruments

For data collection, a virtual survey was used, structured using the Google Forms platform and consisting of two sections. In the first part, sociodemographic and academic information was collected from the participants. The second part consisted of the application of the ChatGPT Attitude Scale.⁽²⁴⁾ This scale is composed of 22 items organized into three dimensions: affective, cognitive, and behavioral. Participants evaluated each item quantitatively using a 3-point Likert scale, ranging from "disagree" (score 1) to "agree" (score 3). To ensure the validity and internal consistency of the scale in the context of the present research, a validation and reliability process was carried out. In this sense, it was determined that the scale had an adequate level of content validity (Aiken's V = 0,739) and reliability (α = 0,808).

Procedures

Data collection was carried out between May and June 2023 once the corresponding permissions were obtained from the university authorities. Subsequently, students were invited to participate through the WhatsApp messaging application, where they were provided with a link to the survey. These messages were distributed to all WhatsApp groups of the courses in which the students were enrolled. The purpose of this method was to ensure as much student participation as possible. Participants were clearly explained the purpose of the research and were provided with detailed instructions for completing the survey items. The total duration of the procedure was approximately 20 minutes. Once the participation of the 269 students was confirmed, access to the instrument was disabled.

Data analysis

Regarding data analysis, SPSS version 25 software was used to carry out the process. In the first phase, the percentage distribution of the variables and dimensions of the study was calculated. Subsequently, we proceeded to the inferential analysis using the nonparametric Chi-Square test (X2). The purpose of this analysis was to determine whether there was a significant association between the student's attitudes toward the use of ChatGPT and the proposed sociodemographic and academic variables. This procedure made it possible to evaluate the association between these variables and to provide a deeper understanding of the factors that might be related to the attitude toward ChatGPT.

Ethical Aspects

Following the ethical principles established in the Declaration of Helsinki, this study was conducted with strict adherence to ethical standards. Informed consent was obtained from all participating students, who were fully informed about the purpose and procedures of the research. In addition, the confidentiality of the data collected was assured, and the welfare of the participants was protected at all times.

RESULTS

Table 1 presents the distribution of the sample. There was greater participation of male students, who were between 16 and 25 years old, who belonged to the professional career of law and were in their first year of study.

Table 1. Distribution of the sample
Variables		n= 269	%
Gender	Male	146	54,3
	Female	123	45,7
Age	Between 16 and 25 years old	170	63,2
	Between 26 and 35 years old	62	23,0
	More than 35 years old	37	13,8
Professional Career	Administration	78	29,0
	Accounting	88	32,7
	Law	103	38,3
Year of study	First	75	27,9
	Second	59	21,9
	Third	52	19,3
	Fourth	44	16,4
	Fifth	39	14,5

Figure 1 shows that 46,1 % of the students rated their attitude towards the use of ChatGPT as an educational resource at a medium level, 31,6 % at a high level, and 22,3 % at a low level. When evaluating the affective, cognitive, and behavioral dimensions, it was also determined that the predominant level was medium.

Figure 1. Percentage distribution of the attitude towards the use of ChatGPT and its dimensions

Source: Surveys.

Table 2 highlights that students expressed enjoyment in using ChatGPT as a tool in their learning process, indicating that they feel comfortable doing so. However, it is essential to note that they also expressed a concern that this tool may generate inaccurate results.

Table 2. Responses to the items of the affective dimension
Items	Disagree	Neither agree nor disagree			Agreed
	n	%	n	%	n	%
I like to learn about ChatGPT.	57	21,2	132	49,1	80	29,7
I enjoy using ChatGPT in the learning process.	83	30,9	104	38,7	82	30,5
I feel comfortable using ChatGPT during my learning process.	52	19,3	128	47,6	89	33,1
I feel at ease using ChatGPT in the development of my tasks.	80	29,7	131	48,7	58	21,6
I feel annoyed to use ChatGPT because there is no human interaction.	96	35,7	128	47,6	45	16,7
I am concerned about using ChatGPT in tasks because it could generate inaccurate results.	48	17,8	96	35,7	125	46,5
I get nervous if I can't access ChatGPT services.	109	40,5	135	50,2	25	9,3
Source: Surveys.

Table 3 shows that the students considered that the ChatGPT facilitates and enhances the learning experience. Similarly, they consider that it meets their individual learning needs. These findings reflect the students' positive perception of ChatGPT as a valuable educational resource that is adaptable to their learning requirements.

Table 3. Responses to the items of the cognitive dimension
Items	Disagree		Neither agree nor disagree		Agreed
	n	%	n	%	n	%
Skills to use ChatGPT in learning are necessary for students.	79	29,4	145	53,9	45	16,7
ChatGPT facilitates the learning process.	47	17,5	99	36,8	123	45,7
ChatGPT enhances the learning experience.	63	23,4	107	39,8	99	36,8
ChatGPT increases academic self-confidence.	93	34,6	92	34,2	84	31,2
ChatGPT develops writing skills.	94	34,9	83	30,9	92	34,2
ChatGPT meets my individual learning needs.	80	29,7	99	36,8	90	33,5
ChatGPT supports lifelong learning.	41	15,2	142	52,8	86	32,0
ChatGPT improves higher order skills, i.e., evaluation and creativity.	31	11,5	153	56,9	85	31,6
Source: Surveys.

In table 4, it is evident that students intend to use ChatGPT as a tutor, as well as to practice and prepare for their exams. In addition, they express their willingness to inform their friends and peers about the benefits of employing this tool during their learning process. These data underscore the potential of ChatGPT as a versatile educational resource and the student's willingness to take full advantage of it and share their positive experiences with others.

Table 4. Responses to the behavioral dimension items
Items	Disagree		Neither agree nor disagree		Agreed
	n	%	n	%	n	%
I would follow the improvements in ChatGPT.	48	17,8	132	49,1	89	33,1
I would inform friends and colleagues about the benefits of using ChatGPT in the learning process.	42	15,6	130	48,3	97	36,1
I would use ChatGPT as a tutor.	27	10,0	137	50,9	105	39,0
I would use ChatGPT as an educational resource.	44	16,4	128	47,6	97	36,1
I would use ChatGPT to practice and prepare for exams.	33	12,3	126	46,8	110	40,9
I would use ChatGPT to summarize and analyze the educational material.	39	14,5	155	57,6	75	27,9
I would continue to use ChatGPT to achieve my learning objectives.	33	12,3	144	53,5	92	34,2
Source: Surveys.

Table 5 shows that the year of study was the only academic variable that was significantly associated with the student's attitude toward the use of ChatGPT (p<0,05). In that sense, as the students advanced in their professional training, they had a better attitude toward that educational resource.

Table 5. Association between attitude towards the use of ChatGPT and sociodemographic and academic variables
Sociodemographic and academic variables		Attitude towards the use of ChatGPT			p-value (X2)
		Under	Medium	High
Gender	Male	32 (21,9 %)	69 (47,3 %)	45 (30,8 %)	p>0,05
	Female	28 (22,8 %)	55 (44,7 %)	40 (32,5 %)
Age	Between 16 and 25 years old	38 (22,3 %)	79 (46,5 %)	53 (31,2 %)	p>0,05
	Between 26 and 35 years old	13 (21,0 %)	28 (45,2 %)	21 (33,8 %)
	More than 35 years old	9 (24,3 %)	17 (45,9 %)	11 (29,7 %)
Professional Career	Administration	14 (18,0 %)	39 (50,0 %)	25 (32,0 %)	p>0,05
	Accounting	16 (18,2 %)	42 (47,7 %)	30 (34,1 %)
	Law	30 (29,1 %)	43 (41,7 %)	30 (29,1 %)
Year of study	First	19 (25,3 %)	39 (52,0 %)	17 (22,7 %)	p<0,05
	Second	17 (28,8 %)	25 (42,4 %)	17 (28,8 %)
	Third	13 (25,0 %)	20 (38,5 %)	19 (36,5 %)
	Fourth	7 (15,9 %)	20 (45,5 %)	17 (38,6 %)
	Fifth	4 (10,2 %)	20 (51,3 %)	15 (38,5 %)
Source: Surveys.

DISCUSSION

Subsequent to its launch, ChatGPT experienced impressive growth as it became the fastest-growing consumer application, attracting a user base of 100 million users.⁽²⁶⁾ Known for its ease of use and partially free accessibility, ChatGPT stands out for its ability to interact with users on a wide variety of topics.⁽²⁷⁾ Given the disruptive potential of this technology in various sectors, including education and health sciences,⁽²⁸⁾ it is critical to understand how to improve the integration of this technology into the learning process and how to address possible concerns or resistance on the part of students.

First, it was found that the attitude towards ChatGPT was predominantly rated at a medium level. In addition, the affective, cognitive and behavioral dimensions were also predominantly rated at a medium level. This indicates that students have a moderately positive attitude towards the use of ChatGPT, showing interest and willingness to use the tool. However, they may harbor some reservations or doubts, mainly due to the reliability of the content it generates. The willingness of students to use ChatGPT reflects an openness to the adoption of innovative technologies in their academic training, indicating an interest in exploring new ways of learning and taking advantage of the opportunities offered by AI in education.

In this regard, there is research that agrees with what has been previously reported. In the United Arab Emirates,⁽²⁹⁾ student views on the use of ChatGPT in higher education were analyzed, concluding that it has both valuable and concerning effects on educational integrity. However, the implementation of practical guidelines could help to make informed decisions and develop institutional policies. In Mexico,⁽²²⁾ the use and perception of ChatGPT in higher education were evaluated, finding a mixed perspective on the part of students. Although some used it, it needed to be fully adopted in their academic activities, which generated concerns about its convenience, accuracy, and adaptability. In Spain,⁽³⁰⁾ they found that students were aware of the impact of AI and were willing to continue their education by using such a tool, although their knowledge was limited due to a lack of training.

Another interesting finding shows that, as students advanced in their academic training, they tended to develop a more favorable attitude towards the use of ChatGPT. The above suggests that as they gain more experience and knowledge, students may better perceive the value and advantages offered by this tool in their educational process. The presented result is congruent with a study conducted in Spain,⁽³¹⁾ which revealed that university students' experience with the use of ChatGPT influences their perception of the facilitating conditions, motivation, and behavioral intention to use this tool. This finding underscores the importance of considering students' level of familiarity and comfort with the technology to better understand their attitudes and behaviors toward its adoption in the educational context.

The development and implementation of technologies such as ChatGPT represent a significant milestone in the field of AI.⁽³²⁾ These tools not only promise to simplify communication and improve access to information but also offer revolutionary potential in areas as diverse as education and training.⁽³³⁾ However, when reflecting on the role of ChatGPT in this context, it is essential to carefully consider its ethical and practical implications.⁽³⁴⁾

In this regard, it is essential to address the challenges inherent in the use of ChatGPT proactively and collaboratively, involving all relevant stakeholders in the design and implementation of policies and practices that ensure responsible and beneficial use of these technologies in the educational setting and beyond. 

One of the strengths of the present research lies in its contribution as one of the first to assess university students' attitudes towards the use of ChatGPT as a learning resource. In addition, it highlights the use of a validated instrument that integrates subscales designed to measure the affective, cognitive, and behavioral aspects that make up the attitude toward this technology. This approach allows a more complete and nuanced understanding of student perception, providing a more accurate view of the acceptance and adoption of ChatGPT in the educational environment.

However, it is necessary to specify certain limitations that could influence the interpretation of the results. The sample, being small and specific to a single university, could restrict the generalization of the findings to other populations. In addition, the use of a self-administered instrument could have introduced social desirability biases, which may affect the accuracy of the responses. For future research, it is suggested to employ more extensive and more diverse samples, covering different contexts and student profiles, and to complement quantitative approaches with qualitative methods to obtain a more complete and detailed understanding of participants' attitudes and perceptions. This strategy would allow an in-depth exploration of individual experiences and the underlying factors influencing attitudes toward the use of ChatGPT as a learning resource.

CONCLUSIONS 

It is concluded that the attitude that university students had towards the use of ChatGPT as a learning resource was rated at a medium level. This means that students have a moderately positive attitude towards the use of ChatGPT, i.e., they are interested or willing to use the tool but may have some reservations or doubts. Likewise, it was determined that as students advanced in their academic training, they developed a more favorable attitude toward the use of ChatGPT.

Based on the results obtained in the present research, efforts should be made aimed at promoting a more favorable attitude towards the use of ChatGPT as a learning resource among university students. This could be achieved by implementing training and awareness programs on the advantages and benefits offered by this tool in the educational process. Finally, it is recommended that universities establish clear guidelines and ethical policies for the responsible use of ChatGPT, ensuring academic integrity and avoiding practices such as plagiarism or misrepresentation of information.

REFERENCES

1. Chaudhry M, Kazim E. Artificial Intelligence in Education (AIEd): a high-level academic and industry note 2021. AI Ethics. 2022;2(1):157-165. https://doi.org/10.1007%2Fs43681-021-00074-z

2. Sarker I. AI-based modeling: Techniques, applications and research issues towards automation, intelligent and smart systems. SN Comput Sci. 2022;3(2):158. https://doi.org/10.1007/s42979-022-01043-x

3. Korteling J, Van de Boer G, Blankendaal R, Boonekamp R, Eikelboom A. Human-versus artificial intelligence. Front Artif Intell. 2021;4:622364. https://doi.org/10.3389%2Ffrai.2021.622364

4. Kamalov F, Santandreu Calonge D, Gurrib I. New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability. 2023; 15:12451. https://doi.org/10.3390/su151612451

5. Sallam M. ChatGPT utility in healthcare education, research, and practice: Systematic review on the promising perspectives and valid concerns. Healthcare (Basel). 2023;11(6):887. https://doi.org/10.3390%2Fhealthcare11060887

6. Schleiss J, Laupichler MC, Raupach T, Stober S. AI course design planning framework: Developing domain-specific ai education courses. Educ Sci. 2023;13:954. https://doi.org/10.3390/educsci13090954

7. Abdaljaleel M, Barakat M, Alsanafi M, Salim N, Abazid H, Malaeb D, et al. A multinational study on the factors influencing university students’ attitudes and usage of ChatGPT. Sci Rep. 2024;14(1):1983. https://doi.org/10.1038%2Fs41598-024-52549-8

8. Giansanti D. Precision medicine 2.0: How digital health and ai are changing the game. J Pers Med. 2023;13(7):1057. https://doi.org/10.3390%2Fjpm13071057

9. Ray P. ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. IoT Cyberphys Syst. 2023;3:121-154. https://doi.org/10.1016/j.iotcps.2023.04.003

10. Nazir A, Wang Z. A comprehensive survey of ChatGPT: Advancements, applications, prospects, and challenges. Meta Radiol. 2023;1(2):100022. https://doi.org/10.1016%2Fj.metrad.2023.100022

11. Javaid M, Haleem A, Singh R. A study on ChatGPT for Industry 4.0: Background, potentials, challenges, and eventualities. J Econ Technol. 2023;1:127-143. https://doi.org/10.1016/j.ject.2023.08.001

12. Ibrahim H, Liu F, Asim R, Battu B, Benabderrahmane S, Alhafni B, et al. Perception, performance, and detectability of conversational artificial intelligence across 32 university courses. Sci Rep. 2023;13(1):12187. https://doi.org/10.1038%2Fs41598-023-38964-3

13. Hasanein A, Sobaih A. Drivers and consequences of ChatGPT use in higher education: Key stakeholder perspectives. Eur J Investig Health Psychol Educ. 2023;13(11):2599-2614.

14. Labadze L, Grigolia M, Machaidze L. Role of AI chatbots in education: Systematic literature review. Int J Educ Technol High Educ. 2023;20:56. https://doi.org/10.1186/s41239-023-00426-1

15. Montenegro M, Fernández J, Fernández J, López E. Impact of the implementation of ChatGPT in education: A systematic review. Computers. 2023;12:153. https://doi.org/10.3390/computers12080153

16. Kasneci E, Sessler K, Küchemann S, Bannert M, Dementieva D, Fischer F, et al. ChatGPT for good? On opportunities and challenges of large language models for education. Learn. Indiv. Diff. 2023;103:102274. https://doi.org/10.1016/j.lindif.2023.102274

17. Zhang P, Tur G. A systematic review of ChatGPT use in K-12 education. Eur J Educ. 2023;00:1–22. https://doi.org/10.1111/ejed.12599

18. Shen Y, Heacock L, Elias J, Hentel K, Reig B, Shih G, et al. ChatGPT and other large language models are double-edged swords. Radiology. 2023;307(2):e230163. https://doi.org/10.1148/radiol.230163

19. Kapsali M Z, Livanis E, Tsalikidis C, et al. Ethical Concerns About ChatGPT in Healthcare: A Useful Tool or the Tombstone of Original and Reflective Thinking? Cureus. 2024;16(2):e54759. https://doi.org/10.7759/cureus.54759

20. Kim S. Using ChatGPT for language editing in scientific articles. Maxillofac Plast Reconstr Surg. 2023;45(1):13. https://doi.org/10.1186/s40902-023-00381-x

21. Kandeel M, Eldakak A. Legal dangers of using ChatGPT as a co-author according to academic research regulations. Journal of Governance and Regulation. 2024;13(S1):289–298. http://dx.doi.org/10.22495/jgrv13i1siart3

22. García O. Uso y percepción de ChatGPT en la educación superior. RITI. 2023;11(23):98-107. https://doi.org/10.36825/RITI.11.23.009

23. Ngo T. The perception by university students of the use of ChatGPT in education. Int. J. Emerg. Technol. Learn. 2023;18(17):4-19. https://doi.org/10.3991/ijet.v18i17.39019

24. Ajlouni A, Abd-Alkareem F, Salem A. Students’ attitudes towards using ChatGPT as a learning tool: The case of the University of Jordan. Int J Interact Mobile Technol. 2023;17(18):99–117. DOI: https://doi.org/10.3991/ijim.v17i18.41753

25. Hernández R, Mendoza C. Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. México: McGraw-Hill; 2018.

26. Gobira M, Nakayama L, Moreira R, Andrade E, Regatieri C, Belfort R. Performance of ChatGPT-4 in answering questions from the Brazilian National Examination for Medical Degree Revalidation. Rev Assoc Med Bras. 2023;69(10):e20230848. https://doi.org/10.1590/1806-9282.20230848

27. Auza-Santivañez JC, Lopez-Quispe AG, Carías A, Huanca BA, Remón AS, Condo-Gutierrez AR, et al. Work of the emergency system in polytraumatized patients transferred to the hospital. AG Multidisciplinar 2023;1:9-9. https://doi.org/10.62486/agmu20239.

28. Cabrera-Aguilar E, Zevallos-Francia M, Morales-García M, Ramírez-Coronel AA, Morales-García SB, Sairitupa-Sanchez LZ, et al. Resilience and stress as predictors of work engagement: the mediating role of self-efficacy in nurses. Frontiers in Psychiatry 2023;14. https://doi.org/10.3389/fpsyt.2023.1202048.

29. Cayupe JC, Bernedo-Moreira DH, Morales-García WC, Alcaraz FL, Peña KBC, Saintila J, et al. Self-efficacy, organizational commitment, workload as predictors of life satisfaction in elementary school teachers: the mediating role of job satisfaction. Frontiers in Psychology 2023;14. https://doi.org/10.3389/fpsyg.2023.1066321.

30. Chura S, Saintila J, Mamani R, Ruiz Mamani PG, Morales-García WC. Predictors of Depression in Nurses During COVID-19 Health Emergency; the Mediating Role of Resilience: A Cross-Sectional Study. Journal of Primary Care and Community Health 2022;13. https://doi.org/10.1177/21501319221097075.

31. Cuervo MED. Exclusive breastfeeding. Factors that influence its abandonment. AG Multidisciplinar 2023;1:6-6. https://doi.org/10.62486/agmu20236.

32. Dilas D, Flores R, Morales-García WC, Calizaya-Milla YE, Morales-García M, Sairitupa-Sanchez L, et al. Social Support, Quality of Care, and Patient Adherence to Tuberculosis Treatment in Peru: The Mediating Role of Nurse Health Education. Patient Preference and Adherence 2023;17:175-86. https://doi.org/10.2147/PPA.S391930.

33. Figueredo-Rigores A, Blanco-Romero L, Llevat-Romero D. Systemic view of periodontal diseases. AG Odontologia 2023;1:14-14. https://doi.org/10.62486/agodonto202314.

34. Gonzalez-Argote J, Castillo-González W. Update on the use of gamified educational resources in the development of cognitive skills. AG Salud 2024;2:41-41. https://doi.org/10.62486/agsalud202441.

35. Huaman N, Morales-García WC, Castillo-Blanco R, Saintila J, Huancahuire-Vega S, Morales-García SB, et al. An Explanatory Model of Work-family Conflict and Resilience as Predictors of Job Satisfaction in Nurses: The Mediating Role of Work Engagement and Communication Skills. Journal of Primary Care and Community Health 2023;14. https://doi.org/10.1177/21501319231151380.

36. Huancahuire-Vega S, Newball-Noriega EE, Rojas-Humpire R, Saintila J, Rodriguez-Vásquez M, Ruiz-Mamani PG, et al. Changes in Eating Habits and Lifestyles in a Peruvian Population during Social Isolation for the COVID-19 Pandemic. Journal of Nutrition and Metabolism 2021;2021. https://doi.org/10.1155/2021/4119620.

37. Huirse SAH, Panique JCA. Relationship Marketing and customer loyalty in the company Saga Falabella S.A. Cusco. SCT Proceedings in Interdisciplinary Insights and Innovations 2024;2:206-206. https://doi.org/10.56294/piii2024206.

38. Ledesma-Céspedes N, Leyva-Samue L, Barrios-Ledesma L. Use of radiographs in endodontic treatments in pregnant women. AG Odontologia 2023;1:3-3. https://doi.org/10.62486/agodonto20233.

39. Marquez NM, Saintila J, Castellanos-Vazquez AJ, Dávila-Villavicencio R, Turpo-Chaparro J, Sánchez-Tarrillo JA, et al. Telehealth-based interventions on lifestyle, body mass index, and glucose concentration in university staff during the coronavirus disease 2019 pandemic: A pre-experimental study. Digital Health 2022;8. https://doi.org/10.1177/20552076221129719.

40. Millán YA, Montano-Silva RM, Ruiz-Salazar R. Epidemiology of oral cancer. AG Odontologia 2023;1:17-17. https://doi.org/10.62486/agodonto202317.

41. Morales-García WC, Huancahuire-Vega S, Saintila J, Morales-García M, Fernández-Molocho L, Ruiz Mamani PG. Predictors of Intention to Vaccinate Against COVID-19 in a Peruvian Sample. Journal of Primary Care and Community Health 2022;13. https://doi.org/10.1177/21501319221092254.

42. Olguín-Martínez CM, Rivera RIB, Perez RLR, Guzmán JRV, Romero-Carazas R, Suárez NR, et al. Rescue of the historical-cultural heritage of the Yanesha: interculturality and inclusive education of the oral traditions. AG Multidisciplinar 2023;1:5-5. https://doi.org/10.62486/agmu20235.

43. Otero DL, Licourt MT. Clinical and genetic characterization of Duchenne Muscular Dystrophy. SCT Proceedings in Interdisciplinary Insights and Innovations 2024;2:221-221. https://doi.org/10.56294/piii2024221.

44. Plaza-Ccuno JNR, Puri CV, Calizaya-Milla YE, Morales-García WC, Huancahuire-Vega S, Soriano-Moreno AN, et al. Physical Inactivity is Associated with Job Burnout in Health Professionals During the COVID-19 Pandemic. Risk Management and Healthcare Policy 2023;16:725-33. https://doi.org/10.2147/RMHP.S393311.

45. Quiroz FJR, Gamarra NH. Psychometric evidence of the mobile dependence test in the young population of Lima in the context of the pandemic. AG Salud 2024;2:40-40. https://doi.org/10.62486/agsalud202440.

46. Ríos-Quispe CF. Analysis of ABC Cost Systems. AG Managment 2023;1:12-12. https://doi.org/10.62486/agma202312.

47. Saavedra MOR. Revaluation of Property, Plant and Equipment under the criteria of IAS 16: Property, Plant and Equipment. AG Managment 2023;1:11-11. https://doi.org/10.62486/agma202311.

48. Solano AVC, Arboleda LDC, García CCC, Dominguez CDC. Benefits of artificial intelligence in companies. AG Managment 2023;1:17-17. https://doi.org/10.62486/agma202317.

49. Soto CEH, Lizarme EAV. Administrative management and user satisfaction of tele-consultation in a FEBAN polyclinic in Lima. SCT Proceedings in Interdisciplinary Insights and Innovations 2024;2:217-217. https://doi.org/10.56294/piii2024217.

50. Trovat V, Ochoa M, Hernández-Runque E, Gómez R, Jiménez M, Correia P. Quality of work life in workers with disabilities in manufacturing and service companies. AG Salud 2024;2:43-43. https://doi.org/10.62486/agsalud202443.

51. Alawida M, Mejri S, Mehmood A, Chikhaoui B, Isaac Abiodun O. A Comprehensive Study of ChatGPT: Advancements, Limitations, and ethical considerations in natural language processing and cybersecurity. Information. 2023;14(8):462. https://doi.org/10.3390/info14080462

52. Gonzalez-Argote J, Castillo-González W. Performance of ChatGPT tool in the resolution of residency exams in Argentina. Semin Med Writ Educ. 2024;3:56. https://doi.org/10.56294/mw202456

53. Farhi F, Jeljeli R, Aburezeq I, Dweikat F, Al-shami S, Slamene R. Analyzing the students’ views, concerns, and perceived ethics about ChatGPT usage. Comput. Educ.: Artif. Intell. 2023;5:100180. https://doi.org/10.1016/j.caeai.2023.100180

54. Almaraz C, Almaraz F, López C. Comparative study of the attitudes and perceptions of university students in business administration and management and in education toward artificial intelligence. Educ Sci. 2023;13:609. https://doi.org/10.3390/educsci13060609

55. Romero J, Ramírez M, Buenestado M, Lara F. Use of ChatGPT at university as a tool for complex thinking: students’ perceived usefulness. J New Approaches Educ Res. 2023;12(2):323-339. http://dx.doi.org/10.7821/naer.2023.7.1458

56. Roumeliotis K, Tselikas N. ChatGPT and open-ai models: A preliminary review. Future Internet. 2023;15:192. https://doi.org/10.3390/fi15060192

57. Dempere J, Modugu K, Hesham A, Ramasamy LK. The impact of ChatGPT on higher education. Front Educ. 2023;8:1206936. https://doi.org/10.3389/feduc.2023.1206936

58. Strzelecki A. Students’ Acceptance of ChatGPT in Higher Education: An Extended Unified Theory of Acceptance and Use of Technology. Innov High Educ. 2023. https://doi.org/10.1007/s10755-023-09686-1

FINANCING

The authors did not receive funding for the development of this research.

CONFLICT OF INTEREST

The authors declare that there is no conflict of interest.

AUTHORSHIP CONTRIBUTION

Conceptualization: Edwin Gustavo Estrada-Araoz, Freddy Abel Rivera-Mamani.

Data curation: Edwin Gustavo Estrada-Araoz, Alfonso Romaní-Claros.

Formal analysis: Edwin Gustavo Estrada-Araoz, Yolanda Paredes-Valverde.

Acquisition of funds: Néstor Antonio Gallegos-Ramos, Rosel Quispe-Herrera.

Research: Edwin Gustavo Estrada-Araoz, Freddy Abel Rivera-Mamani.

Methodology: Edwin Gustavo Estrada-Araoz, Néstor Antonio Gallegos-Ramos.

Project administration: Edwin Gustavo Estrada-Araoz, Alfonso Romaní-Claros.

Resources: Yolanda Paredes-Valverde, Rosel Quispe-Herrera, Alfonso Romaní-Claros.

Software: Néstor Antonio Gallegos-Ramos, Yolanda Paredes-Valverde.

Supervision: Yolanda Paredes-Valverde, Rosel Quispe-Herrera.

Validation: Edwin Gustavo Estrada-Araoz, Freddy Abel Rivera-Mamani.

Visualization: Edwin Gustavo Estrada-Araoz, Rosel Quispe-Herrera.

Editing - original draft: Edwin Gustavo Estrada-Araoz.

Writing - revision and editing: Edwin Gustavo Estrada-Araoz.