Artificial Intelligence Divide in the Global South: Exploring Students’ Perspectives on ChatGPT

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: AI and Its Application as an Agent of Change in Teaching and Learning (Table 15)

Abstract

This study explored Ghanaian higher education students' perspectives on ChatGPT as a learning tool. A total of 277 students from various universities and colleges participated by responding to the Students’ ChatGPT Experiences Scale (SCES). A three-factor structure (i.e., perceived ChatGPT's academic benefits, perceived ChatGPT academic concerns, perceived accessibility and attitude towards ChatGPT) was identified to describe students’ perspectives on ChatGPT. Most students are aware of and recognized the potential of ChatGPT in supporting their learning. However, they also expressed concerns relating to how to access and use ChatGPT appropriately in their learning, violations of academic policies, and privacy-related risks. Despite these concerns, students reported receiving no training on using ChatGPT safely and constructively. Implications for policy and practice are discussed.

Authors

• David Baidoo-Anu, Conestoga College

• Isaac Amoako, Atebubu College of Education

• Daniel Asamoah, Universiti Brunei Darussalam

• Inuusah Mahama, University of Education Winneba