CoChat
Sign Up
Cited by 252Artificial Intelligence in EducationAcademic integrity and plagiarismArtificial Intelligence in Healthcare and Education

Analyzing the students' views, concerns, and perceived ethics about chat GPT usage

Open access
Farhi, Faycal, Jeljeli, Riadh, Aburezeq, Ibtehal, Dweikat, Fawzi Fayez, Al-shami, Samer Ali, Slamene, Radouane·2023·Computers and Education: Artificial Intelligence
DOI 10.1016/j.caeai.2023.100180
Open this paper in CoChat — free account

Abstract

Artificial Intelligence has greatly revolutionized education in many aspects. Today, AI-enabled language models, such as ChatGPT, are gaining popularity due to their characteristics and benefits. However, users also consider them a threat to educational integrity and purposes. This research examined ChatGPT usage among students in the United Arab Emirates (UAE), their views, concerns, and perceived ethics. The data was gathered from 388 students from two universities in Al Ain city using Yamane's formula. Findings showed that students consider ChatGPT a revolutionary technology that helps students in many ways. The gathered data showed that the effect of ChatGPT Usage remained significant on students' views. The path analysis also supported the second hypothesis, proposing the significant effect of ChatGPT on Students' Concerns. Finally, the findings also indicated the validation of the final hypothesis, showing the significant effect of ChatGPT Usage on the Perceived Ethics among the students in the UAE. Therefore, this study concluded that using ChatGPT in education has useful and concerning effects on educational integrity. However, implementing practical guidelines can assist in making informed decisions and shaping policies within educational institutions. Recognizing the complexities and importance of ChatGPT usage, teachers and policymakers can keep a balance by leveraging Artificial Intelligence technology to improve education while upholding ethical practices that pr…

Integrity signals

Registry

Crossref · 10.1016/j.caeai.2023.100180

Cites

8 of 8 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • The benefits of an AI-driven approach for students, educators, and the educational system at large are substantial.

    “While adapting to this AI-driven approach presents certain challenges, the benefits for students, educators, and the educational system at large are substantial (for in-depth reviews, see Farhi et al., 2023;Fullan et al., 2023;Ottenbreit-Leftwich et al., 2023).”

    From Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education (2024) · cites this paper as Farhi et al., 2023

  • Students recognized the potential for overreliance on ChatGPT, which could hinder the development of critical thinking, creativity, and independent learning skills.

    “Students also recognized the potential for overreliance on ChatGPT, which could hinder the development of critical thinking, creativity, and independent learning skills (Chan and Hu 2023;Damiano et al. 2024;Farhi et al. 2023;Mahapatra 2024;Zhao et al. 2024).”

    From Fostering AI Literacy in Undergraduates: A ChatGPT Workshop Case Study (2025) · cites this paper as Farhi et al. 2023

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Farhi, F., Jeljeli, R., Aburezeq, I., Dweikat, F. F., Al-shami, S. A., & Slamene, R.
Affiliations
  • Al Ain University (AE)
  • Hamdan Bin Mohammed Smart University (AE)
  • King Abdulaziz University (SA)
Corresponding author
Farhi, Faycal
ORCID
Venue
Computers and Education: Artificial Intelligence
Publisher
Elsevier BV
Published
2023
Volume
5
Pages
100180
ISSN
2666-920X (ISSN-L)
DOI
10.1016/j.caeai.2023.100180
OpenAlex
W4388450624
Cited by
252
References
8
Citations by year
2026: 52 · 2025: 123 · 2024: 77
FWCI
59.14
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc-nd)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Safety Research › Academic integrity and plagiarism
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
Keywords
ChatGPT, generative AI in education, student perceptions, student concerns, ethical perception, educational integrity, academic integrity, AI language models, AI policy in higher education

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review