Cited by 372Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationIntelligent Tutoring Systems and Adaptive Learning

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ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions

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Hadi Mogavi, Reza, Deng, Chao, Juho Kim, Justin, Zhou, Pengyuan, D. Kwon, Young, Hosny Saleh Metwally, Ahmed, Tlili, Ahmed, Bassanelli, Simone, Bucchiarone, Antonio, Gujar, Sujit, Nacke, Lennart E., Hui, Pan·2024·Computers in Human Behavior: Artificial Humans

DOI 10.1016/j.chbah.2023.100027

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Abstract

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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Sorted by citations

Factors Influencing University Students’ Behavioral Intention to Use Generative Artificial Intelligence: Integrating the Theory of Planned Behavior and AI Literacy
Wang, C., Wang, H., Li, Y., Dai, J., Gu, X., & Yu, T. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2383033 · Cited by 468
Higher education students’ perceptions of ChatGPT: A global study of early reactions
Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., A. Iahad, N., Abdulla, A. A., Akopyan, A., Aldana Segura, M. W., AlHumaid, J., et al. (2025) · PLOS ONE · doi:10.1371/journal.pone.0315011 · Cited by 376
Exploring University Students’ Adoption of ChatGPT Using the Diffusion of Innovation Theory and Sentiment Analysis With Gender Dimension
Raghu Raman, R., Mandal, S., Das, P., Kaur, T., Sanjanasri, J. P., & Nedungadi, P. (2024) · Human Behavior and Emerging Technologies · doi:10.1155/2024/3085910 · Cited by 288
A systematic review of literature reviews on artificial intelligence in education (AIED): a roadmap to a future research agenda
Mustafa, M. Y., Tlili, A., Lampropoulos, G., Huang, R., Jandrić, P., Zhao, J., Salha, S., Xu, L., Panda, S., Kinshuk, et al. (2024) · Smart Learning Environments · doi:10.1186/s40561-024-00350-5 · Cited by 235
Self-citation
An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era
ElSayary, A. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12926 · Cited by 305

See all 372

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: Juho Kim, Justin
Zhou, Pengyuan
D. Kwon, Young
Hosny Saleh Metwally, Ahmed
Tlili, Ahmed
Bassanelli, Simone
Bucchiarone, Antonio
Gujar, Sujit
Nacke, Lennart E.
Hui, Pan
Venue: Computers in Human Behavior: Artificial Humans
Publisher: Elsevier BV
Published: 2024-01
Volume: 2
Issue: 1
Pages: 100027
ISSN: 2949-8821 (ISSN-L)
DOI: 10.1016/j.chbah.2023.100027
OpenAlex: W4388817859
Semantic Scholar: cf5bfdb0bfbf2f3b42a131a40372212217eea3d3
Cited by: 369
References: 96
Citations by year: 2026: 87 · 2025: 150 · 2024: 127
FWCI: 86.92
Type: journal article
Language: en
Open access: gold
doi.org
Licence: cc-by-nc-nd
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
creativecommons.org/licenses/by-nc-nd/4.0/ (vor)
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: Social Sciences › Education › 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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ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions

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