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Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey
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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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“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]
In the citing paper
“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)
In the citing paper
“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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BackgroundInfluentialChatGPT in higher education - a synthesis of the literature and a future research agenda
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Self-citationStudents' Perception of ChatGPT Usage in Education
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BackgroundShahzad, M. F., Xu, S., Liu, H., & Zahid, H. (2024) · European Journal of Education · doi:10.1111/ejed.12835 · Cited by 70
Alshamy, A., Al-Harthi, A. S. A., & Abdullah, S. (2025) · Education Sciences · doi:10.3390/educsci15040501 · Cited by 46
“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
Faisal, E. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1325601 · Cited by 44
“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 70
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
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
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
“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
“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 51
Sánchez, F. Á. B., & Cruz, J. (2024) · Education Sciences · doi:10.3390/educsci14050484 · Cited by 59
“…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 66
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
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 71
“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
“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
Ignjatović, A., & Stevanović, L. (2023) · Journal of Educational Evaluation for Health Professions · doi:10.3352/jeehp.2023.20.28 · Cited by 41
“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 66
Ma, B., Chen, L., & Konomi, S. (2024) · Communications in computer and information science · doi:10.1007/978-3-031-64315-6_9 · Cited by 53
Can generative AI motivate management students? The role of perceived value and information literacy
Jose, E. M. K., Prasanna, A., Kushwaha, B. P., & Das, M. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101082 · Cited by 55
Al-Zahrani, A. M. (2025) · SAGE Open · doi:10.1177/21582440251340615 · Cited by 50
“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 41
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
Kim, D., Majdara, A., & Olson, W. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.691 · Cited by 34
“…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
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
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 48
“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 44
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 38
“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
“…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 33
“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 90
“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 48
“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
Metadata
- 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
- 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, student perceptions, large language models in education, computer engineering students, academic integrity, prompting techniques, response accuracy
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