Curse or a Blessing: Excessive Use of ChatGPT in Academia
DOI:
https://doi.org/10.61506/Keywords:
ChatGPT, Instant Gratification, Academia Work overload, Social Isolation, Positive Reinforcement, Technological Literacy, Uses and Gratification TheoryAbstract
This research study provides a comprehensive analysis of excessive use of ChatGPT in academia which started a debate that either the excessive use of ChatGPT in academia is a blessing or a curse. Recently, the advent of artificial intelligence (AI) like ChatGPT had dramatically enhanced the human and computer interaction by offering the unparalleled accessibility and convenience. The study has measured the potential factors of academia which caused the excessive use of ChatGPT. Instant gratification (IG), academia work overload (AW) and social isolation (SI) has been taken as the predictors of excessive use of ChatGPT in academia. By employing the Uses and Gratification theory, it has been observed that how university students seek the help of AI for gratification, to minimize their work load and to mitigate the impact of social isolation. To escape from hard work, to reduce the life stressor and to gain comfort, students constantly seek for positive reinforcement from their tutors. So, positive reinforcement (PR) has been taken as a mediator in the relationship between IG, AW, SI and excessive use of ChatGPT. Access and technical know-how will strengthen the relationship of IG, AW, SI and PR while lack of technological literacy will lessen the strength of such relationship. Hence, technological literacy (TL) has been taken a moderator for IG, AW, SI and PR. Data has been collected from a homogenous population of business and management students of public and private universities of southern Punjab, Pakistan. A survey has been by conducted by distributing a structured questionnaire to 1100 graduate and undergraduate students. Out of which 678 students responded. At the end 617 useable responses were recorded for analysis. It has been found that IG, AW and SI enhances the use of ChatGPT while PR partially moderates this relationship. Additionally, TL strengths the relationship of IG, AW, SI and PR. The study measured the possible reasons of excessive use of ChatGPT in the academia while the perils of AI is yet to be explored in academia.
References
AlAfnan, M. A., Dishari, S., Jovic, M., & Lomidze, K. (2023). Chatgpt as an educational tool: Opportunities, challenges, and recommendations for communication, business writing, and composition courses. Journal of Artificial Intelligence and Technology, 3(2), 60-68.
Alzyoudi, M., & Al Mazroui, K. (2024). ChatGPT as a coping mechanism for social isolation: An analysis of user experiences and perceptions of social support. Online Journal of Communication and Media Technologies, 14(3), e202433.
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62.
Bin-Nashwan, S. A., Sadallah, M., & Bouteraa, M. (2023). Use of ChatGPT in academia: Academic integrity hangs in the balance. Technology in Society, 75, 102370.
Choudhury, A., & Shamszare, H. (2023). Investigating the impact of user trust on the adoption and use of ChatGPT: survey analysis. Journal of Medical Internet Research, 25, e47184.
Ciampa, K., Wolfe, Z. M., & Bronstein, B. (2023). ChatGPT in education: Transforming digital literacy practices. Journal of Adolescent & Adult Literacy, 67(3), 186-195.
Dawa, T., Dhendup, S., Tashi, S., & Rosso, M. A. (2023). Technology literacies and Chat GPT: Perspectives on emerging technology adoption in academic writing. preprint. ResearchGate, April.
Elbanna, S., & Armstrong, L. (2024). Exploring the integration of ChatGPT in education: adapting for the future. Management & Sustainability: An Arab Review, 3(1), 16-29.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. . (2019). When to Use and How to Report the Results of PLS-SEM. European business review, 31(1), 2-24.
Jahan, M., Azam, L. A., Ahmad, F., & Sadia, H. (2023). Reinforcement learning supplementing communicative language teaching: Examining the applications of ChatGPT in ELT classrooms. Journal of Namibian Studies: History Politics Culture, 33, 299-330.
Jishnu, D., Srinivasan, M., Dhanunjay, G. S., & Shamala, R. (2023). Unveiling student motivations: A study of ChatGPT usage in education. ShodhKosh: Journal of Visual and Performing Arts, 4(2), 65-73.
Kalam, K. T., Rahman, J. M., Islam, M. R., & Dewan, S. M. R. (2024). ChatGPT and mental health: Friends or foes? Health Science Reports, 7(2), e1912.
Kalla, D., Smith, N., Samaah, F., & Kuraku, S. (2023). Study and analysis of chat GPT and its impact on different fields of study. International journal of innovative science and research technology, 8(3).
Karthikeyan, C. (2023). Literature review on pros and cons of ChatGPT implications in education. International Journal of Science and Research (IJSR), 12(3), 283-291.
Katz, E., Blumler, J. G., & Gurevitch, M. (1973). Uses and gratifications research. The public opinion quarterly, 37(4), 509-523.
Konzack, L. (2017). Escapism. In The Routledge Companion to Imaginary Worlds (pp. 246-255): Routledge.
Kushwah, D., Goyal, P., & Jain, P. (2024). Impact of ChatGPT in the Education System. Smart Engineering Technology and Management, 104.
Lin, C. A. (1993). Modeling the gratification‐seeking process of television viewing. Human communication research, 20(2), 224-244.
Ngo, T. T. A. (2023). The perception by university students of the use of ChatGPT in education. International Journal of Emerging Technologies in Learning (Online), 18(17), 4.
Oranga, J. (2023). Benefits of artificial intelligence (ChatGPT) in education and learning: Is Chat GPT helpful. International Review of Practical Innovation, Technology and Green Energy (IRPITAGE), 3(3), 46-50.
Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 5783.
Rajaraman, V. (2023). From ELIZA to ChatGPT: history of human-computer conversation. Resonance, 28(6), 889-905.
Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., . . . Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1), 41-56.
Ribeiro, J. F., & Peeters, D. (2021). The Relationship Between Instant Gratification and Actual Social Media Use.
Ruggiero, T. E. (2000). Uses and gratifications theory in the 21st century. Mass communication & society, 3(1), 3-37.
Sharma, S., & Yadav, R. (2022). Chat GPT–A technological remedy or challenge for education system. Global Journal of Enterprise Information System, 14(4), 46-51.
Sok, S., & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. Cambodian Journal of Educational Research, 3(1), 110-121.
Turel, O., & Ferguson, C. (2020). Excessive use of technology: can tech providers be the culprits? Communications of the ACM, 64(1), 42-44.
Wu, T., He, S., Liu, J., Sun, S., Liu, K., Han, Q.-L., & Tang, Y. (2023). A brief overview of ChatGPT: The history, status quo and potential future development. IEEE/CAA Journal of Automatica Sinica, 10(5), 1122-1136.
