ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions
Open accessAbstract
To foster the development of pedagogically potent and ethically sound AI-integrated learning landscapes, it is pivotal to critically explore the perceptions and experiences of the users immersed in these contexts. In this study, we perform a thorough qualitative content analysis across four key social media platforms. Our goal is to understand the user experience (UX) and views of early adopters of ChatGPT across different education sectors. The results of our research show that ChatGPT is most commonly used in the domains of higher education, K-12 education, and practical skills training. In social media dialogues, the topics most frequently associated with ChatGPT are productivity, efficiency, and ethics. Early adopters' attitudes towards ChatGPT are multifaceted. On one hand, some view it as a transformative tool capable of amplifying student self-efficacy and learning motivation. On the other hand, there is a degree of apprehension among others. They worry about a potential overdependence on the AI system, which they fear might encourage superficial learning habits and erode students’ social and critical thinking skills. This dichotomy of opinions underscores the complexity of Human-AI Interaction in educational contexts. Our investigation adds depth to this ongoing discourse, providing crowd-sourced insights for educators and learners who are considering incorporating ChatGPT or similar generative AI tools into their pedagogical strategies.
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AI-driven systems can support parenting education and provide evidence-based advice through applications and chatbots, delivering micro-interventions.
“Prior work suggested that AI-driven systems can support parenting education [61] and provide evidence-based advice through applications and chatbots, delivering micro-interventions such as teaching parents how to praise their children effectively [11, 17] or offering strategies to teach complex concepts [55, 69].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [55]
GAI offers promising support for parents by enhancing their ability to educate and engage with their children.
“GAI offers promising support for parents by enhancing their ability to educate and engage with their children.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [55]
GAI can help create personalized learning experiences by providing timely feedback and tailoring content, enhancing positive learning experiences.
“It can help create personalized learning experiences by providing timely feedback and tailoring content [28, 55, 69], enhancing positive learning experiences [39].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [55]
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BackgroundLarge Language Model‐Based Chatbots in Higher Education
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Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach
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Exploring the influence of ChatGPT on student academic success and career readiness
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Teaming Up with an AI: Exploring Human–AI Collaboration in a Writing Scenario with ChatGPT
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Creative Applications of Artificial Intelligence in Education
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Exploring the Utility of ChatGPT for Self-directed Online Language Learning
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Perspectives on the impact of generative AI on early‐childhood development and education
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Investigating the role of metaverse influencers’ attributes for the next generation of services
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Adopting AI in education: optimizing human resource management considering teacher perceptions
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Artificial intelligence (AI) and ethical concerns: a review and research agenda
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Exploring student and teacher perspectives on ChatGPT’s impact in higher education
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Unraveling Gratifications, Concerns, and Acceptance of Generative Artificial Intelligence
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From prompt to polished: Exploring student-chatbot interactions for academic writing assistance
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“Overall, inconsistencies across studies may stem from generational digital literacy gaps, with younger students being more immersed in digital tools, thus having more opportunities to engage with Chatbots throughout their academic journey [68].”
AI Chatbot Adoption in Academia: Task Fit, Usefulness and Collegial Ties
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Reacting to Generative AI: Insights from Student and Faculty Discussions on Reddit
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SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot
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Using ChatGPT-generated essays in library instruction
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The emotional cost of AI chatbots in education: Who benefits and who struggles?
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Generative Artificial Intelligence in Higher Education
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ChatGPT’s impact on student learning outcomes: a meta-analysis of 35 experimental studies
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The use of AI Chatbots in higher education: the problem of plagiarism
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ChatGPT and generation 'Z': a study on the usage rates of ChatGPT
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Generative AI Applications and Tools in Engineering Education
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Is a Sunny Day Bright and Cheerful or Hot and Uncomfortable? Young Children's Exploration of ChatGPT
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ChatGPT in Data Visualization Education: A Student Perspective
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Adoption of artificial intelligence in higher education: a diffusion of innovation approach
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AI-powered language learning: Developing the chatGPT usage scale for foreign language learners
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Designing Culturally Inclusive Case Studies with Generative AI: Strategies and Considerations
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- Authors
- Hadi Mogavi, R., Deng, C., Juho Kim, J., Zhou, P., D. Kwon, Y., Hosny Saleh Metwally, A., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., & Hui, P.
- Affiliations
- University of Science and Technology of China (CN)
- Beijing Normal University (CN)
- Fondazione Bruno Kessler (IT)
- International Institute of Information Technology (IN)
- University of Waterloo (CA)
- University of Helsinki (FI)
- Corresponding author
- Hui, Pan
- ORCID
- Venue
- Computers in Human Behavior: Artificial Humans
- Publisher
- Elsevier BV
- Published
- 2024-01
- Volume
- 2
- Issue
- 1
- Pages
- 100027
- ISSN
- 2949-8821 (ISSN-L)
- OpenAlex
- W4388817859
- Semantic Scholar
- cf5bfdb0bfbf2f3b42a131a40372212217eea3d3
- Cited by
- 369
- References
- 96
- Citations by year
- 2026: 87 · 2025: 150 · 2024: 127 · 2023: 5
- FWCI
- 86.92
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers in Human Behavior Artificial Humans (publishedVersion, cc-by-nc-nd)
- Archivio Istituzionale della Ricerca - Università degli Studi dell Aquila (submittedVersion, cc-by-nc-nd)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- ChatGPT, generative AI in education, early adopters, user perception, user experience, higher education, K-12 education, practical skills training, student self-efficacy, student motivation, superficial learning, critical thinking, human-AI interaction, AI ethics, social media discourse
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