Artificial Intelligence in studies—use of ChatGPT and AI-based tools among students in Germany
Open accessAbstract
AI-based tools such as ChatGPT and GPT-4 are currently changing the university landscape and in many places, the consequences for future forms of teaching and examination are already being discussed. In order to create an empirical basis for this, a nationwide survey of students was carried out in order to analyse the use and possible characteristics of AI-based tools that are important to students. The aim of the quantitative study is to be able to draw conclusions about how students use such AI tools. A total of more than 6300 students across Germany took part in the anonymous survey. The results of this quantitative analysis make it clear that almost two-thirds of the students surveyed use or have used AI-based tools as part of their studies. In this context, almost half of the students explicitly mention ChatGPT or GPT-4 as a tool they use. Students of engineering sciences, mathematics and natural sciences use AI-based tools most frequently. A differentiated examination of the usage behaviour makes it clear that students use AI-based tools in a variety of ways. Clarifying questions of understanding and explaining subject-specific concepts are the most relevant reasons for use in this context.
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A recent nationwide survey in Germany revealed that nearly two-thirds of university students already use AI-based tools in their studies, with ChatGPT being most commonly used.
“A recent nationwide survey in Germany revealed that nearly two-thirds of university students already use Artificial Intelligence (AI)-based tools in their studies, with ChatGPT being most commonly used. 3”
At the societal level, education and research are among the most controversial fields regarding the implications of ChatGPT.
“At the societal level, education and research are among the most controversial fields regarding the implications of ChatGPT (von Garrel & Mayer, 2023), as it may exhibit critical thinking and generate highly realistic text, potentially resulting in decreased levels of students' creativity.”
From Navigating the perils of artificial intelligence: a focused review on ChatGPT and responsible research and innovation (2024) · cites this paper as von Garrel & Mayer, 2023
There is a gap in understanding how K-12 students interact with tools, particularly in adapting chatbot responses to individual needs.
“There is a gap in understanding how K-12 students interact with tools, particularly in adapting chatbot responses to individual needs.”
From Using ChatGPT is easy, using it effectively is tough? A mixed methods study on K-12 students’ perceptions, interaction patterns, and support for learning with generative AI chatbots (2025) · cites this paper as von Garrel & Mayer, 2023
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- Authors
- von Garrel, J., & Mayer, J.
- Affiliations
- Darmstadt University of Applied Sciences (DE)
- ORCID
- von Garrel, Jörg
- Venue
- Humanities and Social Sciences Communications
- Published
- 2023-11-09
- Volume
- 10
- Issue
- 1
- ISSN
- 2055-1045 (ISSN-L)
- 2662-9992
- OpenAlex
- W4388536662
- Cited by
- 236
- References
- 22
- Citations by year
- 2026: 66 · 2025: 107 · 2024: 61 · 2023: 2
- FWCI
- 55.40
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- Humanities and Social Sciences Communications (publishedVersion, cc-by)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- 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 › Artificial Intelligence Applications
- Keywords
- ChatGPT, AI tools, student use of AI, university students, GPT-4, academic integrity, engineering students
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