Perception and use of ChatGPT among university students. Analysis based on K-Modes
DOI:
https://doi.org/10.56294/dm2025729Keywords:
ChatGPT, Higher Education, K-Modes, Student PerceptionsAbstract
The rapid advancement of artificial intelligence has transformed the educational landscape, with tools such as ChatGPT gaining popularity among university students. This study analyses the perception and use of ChatGPT in Ecuadorian higher education, exploring its impact on academic performance and associated ethical concerns. The objective was to examine how students from various universities and majors perceive the usefulness of ChatGPT in their academic activities. A non-probabilistic cross-sectional approach was employed, using a structured survey applied to 256 students from six Ecuadorian universities. The methodology included the use of the K-Modes algorithm to cluster the students' categorical responses, visualised through principal component analysis. The results revealed significant differences in the use of ChatGPT according to gender, university and career. Female and engineering students showed higher adoption. Four distinct groups of users were identified, reflecting diverse perceptions of the usefulness and risks of ChatGPT. The discussion addressed variability in ChatGPT adoption, highlighting factors such as technological access and ethical concerns. A tension was noted between perceived benefits and potential risks, such as over-reliance and plagiarism. In conclusion, the study highlights the importance of understanding students' perceptions of ChatGPT to effectively integrate these tools into higher education, while simultaneously addressing ethical concerns and encouraging responsible use of AI in academia.
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