Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey
Open accessAbstract
ChatGPT has sparked both excitement and skepticism in education. To analyze its impact on teaching and learning it is crucial to understand how students perceive ChatGPT and assess its potential and challenges. Toward this, we conducted a two-stage study with senior students in a computer engineering program ( $n=56$ ). In the first stage, we asked the students to evaluate ChatGPT using their own words after they used it to complete one learning activity. The returned responses (3136 words) were analyzed by coding and theme building (36 codes and 15 themes). In the second stage, we used the derived codes and themes to create a 27-item questionnaire. The students responded to this questionnaire three weeks later after completing other activities with the help of ChatGPT. The results show that the students admire the capabilities of ChatGPT and find it interesting, motivating, and helpful for study and work. They find it easy to use and appreciate its human-like interface that provides well-structured responses and good explanations. However, many students feel that ChatGPT’s answers are not always accurate and most of them believe that it requires good background knowledge to work with since it does not replace human intelligence. So, most students think that ChatGPT needs to be improved but are optimistic that this will happen soon. When it comes to the negative impact of ChatGPT on learning, academic integrity, jobs, and life, the students are divided. We conclude that ChatGPT can and should be used for learning. However, students should be aware of its limitations. Educators should try using ChatGPT and guide students on effective prompting techniques and how to assess generated responses. The developers should improve their models to enhance the accuracy of given answers. The study provides insights into the capabilities and limitations of ChatGPT in education and informs future research and development.
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ChatGPT can provide accurate answers that could be exploited in exams.
“Similarly, Shoufan [27,28] underscores both the benefits and risks of using ChatGPT in educational contexts, particularly its ability to provide accurate answers that could be exploited in exams.”
From Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda (2025) · cites this paper as [28]
The authors' findings on AI as a threat to learning and integrity differ significantly from Shoufan's (2023) finding that only 6% viewed AI as a major threat.
“While Shoufan (2023) found that only 6% of their participants viewed AI systems as a major threat to learning or academic integrity, our findings differed significantly.”
From A Survey on Student Use of Generative AI Chatbots for Academic Research (2024) · cites this paper as Shoufan (2023)
Students recognize the possibility of inaccuracies in generative AI outputs and believe a review of the output is needed.
“This supports Shoufan's (2023) finding that students recognize the possibility of inaccuracies in generative AI outputs and believe a review of the output is needed.”
From A Survey on Student Use of Generative AI Chatbots for Academic Research (2024) · cites this paper as Shoufan (2023)
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“Due to the given persona and unfamiliarity in LBT with virtual agents, many participants put the expectation of a human learner to AlgoBo [66].”
BackgroundKosar, T., Ostojić, D., Liu, Y. D., & Mernik, M. (2024) · Mathematics · doi:10.3390/math12050629 · Cited by 98 · see citing works
“For example, ChatGPT may provide students with a more interactive and engaging learning experience, and increase their interest and motivation [8,9].”
BackgroundGroothuijsen, S., van den Beemt, A., Remmers, J. C., & van Meeuwen, L. W. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2024.100290 · Cited by 92 · see citing works
Current status of ChatGPT use in medical education: potentials, challenges, and strategies
Xu, T., Weng, H., Liu, F., Yang, L., Luo, Y., Ding, Z., & Wang, Q. (2024) · Journal of Medical Internet Research · doi:10.2196/57896 · Cited by 84 · see citing works
“While students may use the answers and suggestions provided by ChatGPT, it is crucial that they engage in critical thinking and judgment to arrive at their conclusions [54].”
Khennouche, F., Elmir, Y., Himeur, Y., Djebari, N., & Amira, A. (2024) · Expert Systems with Applications · doi:10.1016/j.eswa.2024.123224 · Cited by 91 · see citing works
Uso y percepción de ChatGPT en la educación superior
Sánchez, O. V. G. (2023) · Revista de Investigación en Tecnologías de la Información · doi:10.36825/riti.11.23.009 · Cited by 75 · see citing works
“En un estudio desarrollado por [23], se analizó el impacto de ChatGPT en la educación, centrándose en la percepción de los estudiantes y sus opiniones sobre sus beneficios y desafíos.”
Saihi, A., Ben-Daya, M., Hariga, M., & As'ad, R. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2024.100274 · Cited by 75 · see citing works
Examining the potential and pitfalls of ChatGPT in science and engineering problem-solving
Wang, K. D., Burkholder, E. W., Wieman, C., Salehi, S., & Haber, N. (2024) · Frontiers in Education · doi:10.3389/feduc.2023.1330486 · Cited by 71 · see citing works
Perceptions of Higher Education Students towards ChatGPT Usage
Das, S. R., & Madhusudan, J. V. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.583 · Cited by 103 · see citing works
“A Likert type scale has been prepared by the researcher by following some related studies (Kashive et al., 2021; Limo et al., 2023; Shoufan, 2023).”
MethodFilippi, S., & Motyl, B. (2024) · Information · doi:10.3390/info15060345 · Cited by 80 · see citing works
Duah, J. E., & McGivern, P. (2024) · The International Journal of Information and Learning Technology · doi:10.1108/ijilt-11-2023-0213 · Cited by 67 · see citing works
Anh, V. T. K., & Nguyen, H. T. T. (2024) · Journal of University Teaching and Learning Practice · doi:10.53761/fr1rkj58 · Cited by 121 · see citing works
Zou, B., Wang, C., Yan, Y., Du, X., & Ji, Y. (2025) · International Journal of Applied Linguistics · doi:10.1111/ijal.12658 · Cited by 66 · see citing works
Lyu, W., Zhang, S., Chung, T., Sun, Y., & Zhang, Y. (2025) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2025.100383 · Cited by 68 · see citing works
“For example, current research has explored both undergraduate and graduate students’ perceptions of ChatGPT across cultural contexts, including Asia [43, 84, 103], Europe [97, 104, 106], Australia [49], and North America [11].”
Chen, J., Zhuo, Z., & Lin, J. (2023) · Sustainability · doi:10.3390/su152416928 · Cited by 70 · see citing works
A bibliometric analysis of generative AI in education: current status and development
Liu, J., Wang, C., Liu, Z., Gao, M., Xu, Y., Chen, J., & Cheng, Y. (2024) · Asia Pacific Journal of Education · doi:10.1080/02188791.2024.2305170 · Cited by 74 · see citing works
“Moreover, there will be a shift from focusing on changes in teacher-student relationships to enhancing research and optimization of human-computer interaction, ensuring that Generative AI in education can better communicate and interact with students and teachers (Shoufan, 2023; Skrabut, 2023).”
BackgroundHsiao, C., & Tang, K. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13263-0 · Cited by 72 · see citing works
“Shoufan (2023) found that students perceived ChatGPT as helpful in obtaining well-structured answers and appropriate explanations in the computer engineering program.”
Can Students without Prior Knowledge Use ChatGPT to Answer Test Questions? An Empirical Study
Shoufan, A. (2023) · ACM Transactions on Computing Education · doi:10.1145/3628162 · Cited by 59 · see citing works
Self-citationStudents' Perception of ChatGPT Usage in Education
Valova, I., Mladenova, T., & Kanev, G. (2024) · International Journal of Advanced Computer Science and Applications · doi:10.14569/ijacsa.2024.0150143 · Cited by 59 · see citing works
“Some researchers evaluate ChatGPT as an opportunity to increase the effectiveness of training and the motivation of students [9, 10, and 11] because the use of this new technology allows learning at an individual pace of the student and because students choose the direction of deepening their…”
BackgroundEmerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI
Plata, S., De Guzman, M. A., & Quesada, A. (2023) · Asian Journal of University Education · doi:10.24191/ajue.v19i4.24697 · Cited by 65 · see citing works
Learning to Prompt in the Classroom to Understand AI Limits: A Pilot Study
Theophilou, E., Koyutürk, C., Yavari, M., Bursic, S., Donabauer, G., Telari, A., Testa, A., Boiano, R., Hernandez-Leo, D., Ruskov, M., et al. (2023) · Lecture Notes in Computer Science · doi:10.1007/978-3-031-47546-7_33 · Cited by 58 · see citing works
Analyzing student prompts and their effect on ChatGPT’s performance
Sawalha, G., Taj, I., & Shoufan, A. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2397200 · Cited by 74 · see citing works
“However, we would avoid assuming that the students, who used SCP only, had low interest in ChatGPT, considering the numerous studies that show students ’ interest in this language model (Adeshola & Adepoju, 2023; Shoufan, 2023).”
Self-citationAjlouni, A. O., Almahaireh, A. S., & Whaba, F. A.-A. (2023) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v18i20.42075 · Cited by 57 · see citing works
Heidari, A., Navimipour, N. J., Zeadally, S., & Chamola, V. (2024) · Internet Technology Letters · doi:10.1002/itl2.530 · Cited by 56 · see citing works
Xu, X., Su, Y., Zhang, Y., Wu, Y., & Xin-yu, X. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e26239 · Cited by 80 · see citing works
“In contrast, prior research has shown that educators have expressed reservations and concerns regarding the adoption of ChatGPT [11,83].”
BackgroundResultInfluentialStudent Interaction with NewtBot: An LLM-as-tutor Chatbot for Secondary Physics Education
Lieb, A., & Goel, T. (2024) · CHI Extended Abstracts · doi:10.1145/3613905.3647957 · Cited by 80 · see citing works
“One main concern is that student use of LLMs undermines academic integrity [17].”
InfluentialSandu, N., Gide, E., & Elkhodr, M. (2024) · Discover Education · doi:10.1007/s44217-024-00126-6 · Cited by 55 · see citing works
Budhiraja, R., Joshi, I., Challa, J. S., Akolekar, H. D., & Kumar, D. (2024) · Proceedings of the 26th Australasian Computing Education Conference · doi:10.1145/3636243.3636257 · Cited by 52 · see citing works
How understanding the limitations and risks of using ChatGPT can contribute to willingness to use
Murshidi, G. H. A., Shulgina, G., Kapuza, A., & Costley, J. (2024) · Smart Learning Environments · doi:10.1186/s40561-024-00322-9 · Cited by 59 · see citing works
“However, there have been limited studies that have considered the limitations of ChatGPT and the risks of its usage (Famaye et al., 2023; Horowitz & Kahn, 2021; Shoufan, 2023; Wu et al., 2022), leading to a lack of understanding about this topic.”
BackgroundResultInnovative Early Childhood STEM Education with ChatGPT: Teacher Perspectives
Uğraş, H., Uğraş, M., Papadakis, S., & Kalogiannakis, M. (2024) · Technology Knowledge and Learning · doi:10.1007/s10758-024-09804-8 · Cited by 52 · see citing works
Abouammoh, N. A., Alhasan, K. A., Aljamaan, F., Raina, R., Malki, K. H., Altamimi, I., Muaygil, R. A., Wahabi, H., Jamal, A. A., Alhaboob, A. A. N., et al. (2025) · JMIR Medical Education · doi:10.2196/63400 · Cited by 101 · see citing works
A Survey on Student Use of Generative AI Chatbots for Academic Research
Deschenes, A., & McMahon, M. (2024) · Evidence Based Library and Information Practice · doi:10.18438/eblip30512 · Cited by 49 · see citing works
Choi, W. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04832-x · Cited by 48 · see citing works
“Finally, there are several key components that can contribute to the effectiveness of learning tools, such as students’ perception and interaction [33, 34].”
BackgroundShahzad, M. F., Xu, S., Liu, H., & Zahid, H. (2024) · European Journal of Education · doi:10.1111/ejed.12835 · Cited by 64 · see citing works
Alshamy, A., Al-Harthi, A. S. A., & Abdullah, S. (2025) · Education Sciences · doi:10.3390/educsci15040501 · Cited by 46 · see citing works
“The survey was based on previous studies on TAM generally (Dwivedi et al., 2023; Ursava¸s, 2022; Venkatesh & Bala, 2008) and on studies that have adopted some of the TAM variables to be used to measure adoption of GenAI (Bernabei et al., 2023; Chan & Hu, 2023; Ngo, 2023; Shoufan, 2023).”
Artificial intelligence-powered tools and academic writing: to use or not to use ChatGPT
Al-Sofi, B. (2024) · Saudi Journal of Language Studies · doi:10.1108/sjls-06-2024-0029 · Cited by 45 · see citing works
Faisal, E. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1325601 · Cited by 44 · see citing works
“For instance, Shoufan (2023) conducted a two-stage study to probe how students perceived ChatGPT’s role in learning.”
BackgroundThe role of generative AI in education: Perceptions of Saudi students
Aldossary, A., Aljindi, A. A., & Alamri, J. M. (2024) · Contemporary Educational Technology · doi:10.30935/cedtech/15496 · Cited by 63 · see citing works
Exploring University Students Perceptions of Generative Artificial Intelligence in Education
Bucharest University of Economic Studies, tala, M. L., Muller, C. N., Hochschule Fresenius, B., Nastase, I. A., Bucharest University of Economic Studies, State, O., Bucharest University of Economic Studies, Gheorghe, G., & Bucharest University of Economic Studies (2024) · Amfiteatru Economic · doi:10.24818/ea/2024/65/71 · Cited by 42 · see citing works
SDG 4, Academic Integrity and Artificial Intelligence: Clash or Win-Win Cooperation?
Artyukhov, A., Wołowiec, T., Artyukhova, N., Bogacki, S., & Vasylieva, T. (2024) · Sustainability · doi:10.3390/su16198483 · Cited by 42 · see citing works
Personality and acceptance as predictors of ChatGPT use
de Winter, J., Dodou, D., & Eisma, Y. B. (2024) · Discover Psychology · doi:10.1007/s44202-024-00161-2 · Cited by 43 · see citing works
“Key factors that explain the popularity of ChatGPT are the quality of its outputs and its user-friendly interface [68, 73, 74].”
Attitudes Towards the Use (and Misuse) of ChatGPT: A Preliminary Study
Rogers, M. P., Hillberg, H. M., & Groves, C. L. (2024) · Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1 · doi:10.1145/3626252.3630784 · Cited by 43 · see citing works
“This investigation is necessary because, with respect to ChatGPT and CS specifically, the closest relevant work that we could find was by Shoufan [19], who performed a survey of 56 senior students in an embedded systems course in a computer engineering program.”
MethodAcceptance of ChatGPT by undergraduates in Sri Lanka: a hybrid approach of SEM-ANN
Nawaz, S. S., Sanjeetha, M. B. F., Murshidi, G. H. A., Riyath, M. I. M., Yamin, F. M., & Mohamed, R. (2024) · Interactive Technology and Smart Education · doi:10.1108/itse-11-2023-0227 · Cited by 48 · see citing works
Sánchez, F. Á. B., & Cruz, J. (2024) · Education Sciences · doi:10.3390/educsci14050484 · Cited by 56 · see citing works
“…are versatile tools that can help with a wide range of tasks, such as finding information, writing documents, brainstorming on various topics, translating texts into different languages, synthesizing content, improving writing quality, troubleshooting, and even writing programming code [13,14].”
BackgroundHigher Education Students’ Perceptions of GenAI Tools for Learning
Daher, W., & Hussein, A. (2024) · Information · doi:10.3390/info15070416 · Cited by 41 · see citing works
The Analysis of Chat GPT Usage Impact on Learning Motivation among Scout Students
Siregar, F. H., Hasmayni, B., & Lubis, A. H. (2023) · International Journal of Research and Review · doi:10.52403/ijrr.20230774 · Cited by 40 · see citing works
Enhancing students’ learning experience in mathematics class through ChatGPT
Gouia‐Zarrad, R., & Gunn, C. L. (2024) · International Electronic Journal of Mathematics Education · doi:10.29333/iejme/14614 · Cited by 40 · see citing works
“These findings are consistent with the existing literature, where students recognized that ChatGPT is useful not only for learning and study but also for professional applications (Shoufan, 2023).”
Klar, M. (2025) · Smart Learning Environments · doi:10.1186/s40561-025-00385-2 · Cited by 39 · see citing works
“Therefore, it is no surprise that students rate chatbots such as ChatGPT as positive (Stöhr et al., 2024) and as easy to use (Ngo, 2023; Shoufan, 2023).”
Ballesteros, M. A. A., Acosta-Enriquez, B. G., Farroñán, E. V. R., Juárez, H. D. G., Salinas, L. E. C., Sánchez, J. E. B., Castillo, J. C. A., Licapa-Redolfo, G. S., & Chilicaus, G. C. F. (2024) · Sustainability · doi:10.3390/su162310707 · Cited by 51 · see citing works
Ignjatović, A., & Stevanović, L. (2023) · Journal of Educational Evaluation for Health Professions · doi:10.3352/jeehp.2023.20.28 · Cited by 38 · see citing works
“These findings echo and confirm results from a recent publication emphasizing that students still must acquire subject foundations, maintain and develop critical thinking, and not unquestion-ingly trust chatbot-generated responses [11].”
Isiaku, L., Muhammad, A. S., Kefas, H. I., & Ukaegbu, F. C. (2024) · Quality Education for All · doi:10.1108/qea-07-2024-0055 · Cited by 56 · see citing works
Ma, B., Chen, L., & Konomi, S. (2024) · Communications in computer and information science · doi:10.1007/978-3-031-64315-6_9 · Cited by 47 · see citing works
Can generative AI motivate management students? The role of perceived value and information literacy
Jose, E. M. K., Prasanna, A., Kushwaha, B., & Das, M. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101082 · Cited by 51 · see citing works
Al-Zahrani, A. M. (2025) · SAGE Open · doi:10.1177/21582440251340615 · Cited by 37 · see citing works
“These positive evaluations are in keeping with existing studies indicating that chatbots can promote efficiency and satisfaction in educational settings (Karyotaki et al., 2022; Kuhail et al., 2023; Li & Zhang, 2023; Sandu & Gide, 2019; Shoufan, 2023; Zahour et al., 2020).”
Thomas, A., Duggal, H. K., Khatri, P., & Corvello, V. (2024) · Technology in Society · doi:10.1016/j.techsoc.2024.102619 · Cited by 36 · see citing works
Alharbi, M. K., Syed, W., Innab, A., Basil A. Al-Rawi, M., Alsadoun, A., & Bashatah, A. (2024) · Scientific Reports · doi:10.1038/s41598-024-73359-y · Cited by 36 · see citing works
Kim, D., Majdara, A., & Olson, W. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.691 · Cited by 34 · see citing works
“…including automated translation, virtual tutoring, language practice, grammar correction, customer service automation, content creation, code debugging, scientific research, and education (Abdullah et al., 2022; Wu et al., 2023; Jack, 2023; Qadir, 2023; Nazari et al., 2021; Shoufan, 2023).”
Uppal, K., & Hajian, S. (2024) · European Journal of Educational Research · doi:10.12973/eu-jer.14.1.199 · Cited by 36 · see citing works
Generative AI and the future of connectivist learning in higher education
Liang, E. S., & Bai, S. (2025) · Journal of Asian Public Policy · doi:10.1080/17516234.2024.2386085 · Cited by 34 · see citing works
Famaye, T., Bailey, C. S., Adisa, I. O., & Irgens, G. A. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.651 · Cited by 40 · see citing works
“Furthermore, the research that does include high school student voices typically involves small sample sizes (Forman et al., 2023; Nayak et al., 2023) and centers around perceptions based on experimental studies within classroom settings (Bitzenbauer, 2023; Elkhodr et al., 2023; Shoufan, 2023).”
BackgroundThanasi-Boçe, M., & Hoxha, J. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12775-z · Cited by 38 · see citing works
The Roles of Social Perception and AI Anxiety in Individuals’ Attitudes Toward ChatGPT in Education
Wang, C., Li, X., Liang, Z., Sheng, Y., Zhao, Q., & Chen, S. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2365453 · Cited by 35 · see citing works
“For example, the majority of relevant studies have been carried out using interview meth-ods (Chan & Tsi, 2023; Mohamed, 2024; Shoufan, 2023) and topic modeling methods (Koonchanok et al., 2023; Li et al., 2023; Praveen & Vajrobol, 2023a, 2023b; Tian et al., 2023).”
InfluentialZhu, Y., Zhu, C., Wu, T., Wang, S., Zhou, Y., Chen, J., Wu, F., & Li, Y. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-12898-3 · Cited by 33 · see citing works
“…focuses on evaluating the application of LLM-based chatbots in higher educational contexts, including assessing teachers’ user experience (Zhai, 2022), students’ motivation (Jishnu et al., 2023), instructors’ and students’ perception (Shoufan, 2023), and attitudes (Strzelecki, 2023) of these tools.”
Evaluation of ChatGPT as a Tool for Answering Clinical Questions in Pharmacy Practice
Munir, F. M., Haas-Gehres, A., Wai, D., & Song, L. (2024) · Journal of Pharmacy Practice · doi:10.1177/08971900241256731 · Cited by 32 · see citing works
“9 Additionally, ChatGPT can supplement small group learning and distance learning, which may enhance independent studying practices.”
Revolutionizing EFL writing: unveiling the strategic use of ChatGPT by Indonesian master’s students
Werdiningsih, I., Marzuki, M., Indrawati, I., Rusdin, D., Ivone, F. M., Basthomi, Y., & Zulfahreza (2024) · Cogent Education · doi:10.1080/2331186x.2024.2399431 · Cited by 71 · see citing works
“A study by Shoufan (2023) found that students perceived ChatGPT as a supportive tool that provided instant feedback, which was particularly valuable in learning environments where teacher feedback might not be as readily available.”
Humble, N. (2024) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00494-x · Cited by 40 · see citing works
“One study noted that students in a computer engineering program appreciated ChatGPT’s human-like interface and found it easy to use with good descrip - tions and replies that were well-structured (Shoufan, 2023).”
Influential
- Authors
- Shoufan, A.
- Affiliations
- Khalifa University of Science and Technology (AE)
- Corresponding author
- Shoufan, Abdulhadi
- ORCID
- Shoufan, Abdulhadi
- Venue
- IEEE Access
- Published
- 2023
- Volume
- 11
- Pages
- 38805-38818
- ISSN
- 2169-3536 (ISSN-L)
- OpenAlex
- W4366377796
- Semantic Scholar
- 587b50d31e99f37489e1a2b338d8ddb07026da0b
- Cited by
- 499
- References
- 34
- Citations by year
- 2026: 91 · 2025: 138 · 2024: 211 · 2023: 59
- FWCI
- 117.58
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- IEEE Access (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Mohammed Bin Rashid Smart Learning Program, Ministry of Education, United Arab Emirates
- 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, student perceptions, large language models in education, computer engineering students, academic integrity, prompting techniques, response accuracy
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