Cited by 502Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationIntelligent Tutoring Systems and Adaptive Learning

The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.

Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey

Open access

Shoufan, Abdulhadi·2023·IEEE Access

DOI 10.1109/access.2023.3268224

Open this paper in CoChat — free account

Abstract

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.

Integrity signals

Registry

Crossref · 10.1109/access.2023.3268224

Cites

36 of 36 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Perceived usefulness, perceived ease of use, and user acceptance of information technology
Davis, F. D. (1989) · MIS Quarterly · doi:10.2307/249008 · Cited by 68,483 · cited 1×
“The perceived usefulness and ease of use are determinants for the behavioral intention to use technology according to the technology acceptance model (TAM) [34].”
Method
User Acceptance of Information Technology: Toward A Unified View1
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003) · MIS Quarterly · doi:10.2307/30036540 · Cited by 45,035 · cited 1×
“More research is needed to understand these and other factors using modern models such as the unified theory of acceptance and use of technology (UTAUT) [37].”
Method
ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · doi:10.35542/osf.io/5er8f · Cited by 7,552
ChatGPT for good? On opportunities and challenges of large language models for education
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102274 · Cited by 7,326 · cited 4×
“…fairness, excessive reliance on ChatGPT by students and teachers, lack of expertise in integrating this technology in teaching, the difficulty of distinguishing model-generated from student-generated answers, cost of training and maintenance, data privacy and security, and sustainable usage [23].”
BackgroundInfluential
Pre-train, Prompt, and Predict: A Systematic Survey of Prompting Methods in Natural Language Processing
Liu, P., Yuan, W., Fu, J., Jiang, Z., Hayashi, H., & Neubig, G. (2023) · ACM Computing Surveys · doi:10.1145/3560815 · Cited by 4,361 · cited 1×
“Prompt engineering is an emerging topic in large language models that provides an understanding of how prompting affects the performance of these models [32], [33].”
Background
Pre-train, Prompt, and Predict: A Systematic Survey of Prompting Methods in Natural Language Processing
Liu, P., Yuan, W., Fu, J., Jiang, Z., Hayashi, H., & Neubig, G. (2021) · arXiv · doi:10.48550/arxiv.2107.13586 · Cited by 4,352 · cited 1×
“Prompt engineering is an emerging topic in large language models that provides an understanding of how prompting affects the performance of these models [32], [33].”
Background
Performance of ChatGPT on USMLE: Potential for AI-assisted medical education using large language models
Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., Madriaga, M., Aggabao, R., Diaz-Candido, G., Maningo, J., et al. (2023) · PLOS Digital Health · doi:10.1371/journal.pdig.0000198 · Cited by 4,115 · cited 2×
“The authors suggested that ChatGPT could be used in medical education and potentially support clinical decision-making [27].”
BackgroundMethod
How Does ChatGPT Perform on the United States Medical Licensing Examination (USMLE)? The Implications of Large Language Models for Medical Education and Knowledge Assessment
Gilson, A., Safranek, C. W., Huang, T., Socrates, V., Chi, L., Taylor, R. A., & Chartash, D. (2023) · JMIR Medical Education · doi:10.2196/45312 · Cited by 2,078
ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?
(2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.9 · Cited by 1,806 · cited 3×
“Therefore, its inconsistent factual precision has been acknowledged as a notable drawback according to [24].”
BackgroundInfluential
Chatbots: History, technology, and applications
Adamopoulou, E., & Moussiades, L. (2020) · Machine Learning with Applications · doi:10.1016/j.mlwa.2020.100006 · Cited by 1,090

Flagged first, then by citations

Show all 34 references

Research works printed but not linked: 4

2023, Taguette the Free and Open-Source Qualitative Data Analysis Tool
owens, 2023, How Nature Readers are Using ChatGPT—Nature com
van dis, 2023, ChatGPT Five Priorities for Research—Nature com
mcmurtrie, 2023, Teaching Experts are Worried About ChatGPT But Not for the Reasons you Think—chronicle com

Sorted by citations

Items 101–200 of 502

Understanding ChatGPT: Impact Analysis and Path Forward for Teaching Computer Science and Engineering
Banerjee, P., Srivastava, A. K., Adjeroh, D. A., Reddy, R., & Karimian, N. (2025) · IEEE Access · doi:10.1109/access.2024.3524102 · Cited by 32
“The intelligence metric must take into account the nature of the varying response of regenerative AIs, but also keep in mind the basic facts that the response should cover.”
Examining the effects of ChatGPT on tourism and hospitality student responses through integrating technology acceptance model
Zhu, C. Z. G., Hall, C. M., Fong, L. H. N., Lin, F., & Koupaei, S. N. (2024) · International Journal of Tourism Research · doi:10.1002/jtr.2727 · Cited by 31
From prompt to polished: Exploring student-chatbot interactions for academic writing assistance
Usher, M., & Amzalag, M. (2025) · Education Sciences · doi:10.3390/educsci15030329 · Cited by 31
Custom-Trained Large Language Models as Open Educational Resources: An Exploratory Research of a Business Management Educational Chatbot in Croatia and Bosnia and Herzegovina
Alfirević, N., Praničević, D. G., & Mabić, M. (2024) · Sustainability · doi:10.3390/su16124929 · Cited by 44
Understanding the perception of design students towards ChatGPT
Chellappa, V., & Luximon, Y. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100281 · Cited by 50
Harnessing Artificial Intelligence in Generative Content for enhancing motivation in learning
Guo, J., Ma, Y., Li, T., Noetel, M., Liao, K., & Greiff, S. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102547 · Cited by 41
Unraveling the dynamics of ChatGPT adoption and utilization through Structural Equation Modeling
Parveen, K., Phuc, T. Q. B., Alghamdi, A. A., Hajjej, F., Obidallah, W. J., Alduraywish, Y. A., & Shafiq, M. (2024) · Scientific Reports · doi:10.1038/s41598-024-74406-4 · Cited by 47
“This involves integrating the tool into regular activities, i.e., using ChatGPT as a writing assistant or idea generator and leveraging ChatGPT for a variety of academic or research purposes, from personal assistance to professional tasks 16,18 .”
BackgroundMethodInfluential
Generative AI in engineering education: understanding acceptance and use of new GPT teaching tools within a UTAUT framework
Honig, C. D. F., Rios, S., & Desu, A. (2025) · Australasian journal of engineering education · doi:10.1080/22054952.2025.2467500 · Cited by 43
Empowering teachers' professional development with LLMs: An empirical study of developing teachers' competency for instructional design in blended learning
Wang, X., Niu, J., Fang, B., Han, G., & Ju-hou, H. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105091 · Cited by 44
The value of GenAI for peer feedback provision: student perceptions and impacts
Noroozi, O., Haddadian, G., Gao, X., Schunn, C. D., Alqassab, M., & Banihashem, S. K. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00558-6 · Cited by 31
“* p < 0.05 (Limna et al., 2023; Shoufan, 2023) and doubts about accuracy (Limna et al., 2023; Schei et al., 2024) often play a fundamental role in determining whether users integrate new technologies into their practices.”
Influential
Reflective Practices and Self-Regulated Learning in Designing with Generative Artificial Intelligence: An Ordered Network Analysis
Nguyen, H., & Nguyen, A. (2024) · Journal of Science Education and Technology · doi:10.1007/s10956-024-10175-z · Cited by 39
“These interaction patterns might relate to participants’ familiarity with ChatGPT and perceptions of how it could be used for design (Shoufan, 2023).”
Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions
Kurata, L., Ayanwale, M. A., Molefi, R. R., & Sanni, T. (2025) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2024.100417 · Cited by 37
Charting the Growth and Structure of Early ChatGPT-Education Research: A Bibliometric Study
Watrianthos, R., Ahmad, S. T., & Muskhir, M. (2023) · Journal of Information Technology Education Innovations in Practice · doi:10.28945/5221 · Cited by 47
The Ethics of AI Assisted Learning: A Systematic Literature Review on the Impacts of ChatGPT Usage in Education
Vargas-Murillo, A. R., Pari-Bedoya, I. N. M. D. L. A., & Guevara-Soto, F. D. J. (2023) · ICDEL · doi:10.1145/3606094.3606101 · Cited by 22
“According to Shoufan [11], students find ChatGPT’s capabilities interesting and useful for their academic work; they also find this AI tool easy to use and user-friendly.”
BackgroundMethod
Google or ChatGPT: Who is the better helper for university students
Zhang, M., & Yang, X. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13002-5 · Cited by 33
“Focusing on the context of online academic help-seeking, individuals with higher ChatGPT distortions are more likely to trust the aggregated information, structured responses, and intuitive explanations provided by ChatGPT (Church, 2024; Shoufan, 2023).”
A Double-Edged Sword: Physics Educators’ Perspectives on Utilizing ChatGPT and Its Future in Classrooms
Jang, H., & Choi, H. (2024) · Journal of Science Education and Technology · doi:10.1007/s10956-024-10173-1 · Cited by 35
“ChatGPT has strengths and weaknesses (Farrokhnia et al., 2023; Shoufan, 2023).”
Influential
Characteristics, motivations and attitudes of students using ChatGPT and other language model-based chatbots in higher education
Morell‐Mengual, V., Fernández‐García, O., Berenguer, C., Ortega-Barón, J., Gil‐Llario, M. D., & Estruch‐García, V. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13650-1 · Cited by 27
“However, most lack adequate strategies to assess the reliability of generated responses and methodological tools to verify and cross-1 check information with other reliable sources (Shoufan, 2023 ).”
Unlocking Insights: Exploring Data Analytics and AI Tool Performance Across Industries
Mohapatra, H., & Mishra, S. R. (2024) · Studies in big data · doi:10.1007/978-981-97-0448-4_13 · Cited by 27
A Framework to Overcome the Dark Side of Generative Artificial Intelligence (GAI) Like ChatGPT in Social Media and Education
Kim, P. W. (2023) · IEEE Transactions on Computational Social Systems · doi:10.1109/tcss.2023.3315237 · Cited by 26
“GAI is not an intelligence that has already been completed but a potential intelligence that develops through interaction with people [16], [17].”
Background
A Systematic Literature Review of Empirical Research on ChatGPT in EducationPreprint
Albadarin, Y., Tukiainen, M., Saqr, M., & Pope, N. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4562771 · Cited by 26
Public attitudes toward chatgpt on twitter: sentiments, topics, and occupations
Koonchanok, R., Pan, Y., & Jang, H. (2024) · Social Network Analysis and Mining · doi:10.1007/s13278-024-01260-7 · Cited by 25
“Others focused on its potential in specific domains, such as education and healthcare (Dwivedi et al. 2023; Biswas 2023; Tlili et al. 2023; Dempere et al. 2023; Shoufan 2023).”
The Impact of Gender, Seniority, Knowledge, and Interest on Attitudes to Artificial Intelligence
Kovačević, A., & Demić, E. (2024) · IEEE Access · doi:10.1109/access.2024.3454801 · Cited by 29
Exploring Factors Influencing Continuance Intention of Pre-Service Teachers in Using Generative Artificial Intelligence
Zheng, W., Ma, Z., Sun, J., Wu, Q., & Hu, Y. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2433300 · Cited by 40
“In the initial stage, GAI assists with article writing, supports various assignments and coursework, and fosters creativity by suggesting ideas and prompts (Chan & Hu, 2023; Kasneci et al., 2023; Shoufan, 2023).”
Concerns About Using ChatGPT in Education
Lin, S.-M., Chung, H.-H., Chung, F., & Lan, Y. (2023) · Lecture notes in computer science · doi:10.1007/978-3-031-40113-8_4 · Cited by 34
Acceptance of Generative AI in the Creative Industry: Examining the Role of AI Anxiety in the UTAUT2 Model
Yin, M., Han, B., Ryu, S., & Hua, M. (2023) · Lecture notes in computer science · doi:10.1007/978-3-031-48057-7_18 · Cited by 33
TeachTune: Reviewing Pedagogical Agents Against Diverse Student Profiles with Simulated Students
Jin, H., Yoo, M., Park, J., Lee, Y., Wang, X., & Kim, J. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714054 · Cited by 47
“LLM-based PCAs need robust validation against hallucination [70, 85], social biases [63, 92], and overreliance [27, 66].”
Exercise Generation and Student Cognitive Ability Research Based on ChatGPT and Rasch Model
Niu, Y., & Xue, H. (2023) · IEEE Access · doi:10.1109/access.2023.3325741 · Cited by 23
“Educators should try using ChatGPT and provide students with appropriate techniques for using it effectively, as well as helping them evaluate the generated responses [3].”
Method
Implications of ChatGPT for higher education institutions: exploring Nepali university students’ perspectives
Ghimire, S. N., Bhattarai, U., & Baral, R. K. (2024) · Higher Education Research & Development · doi:10.1080/07294360.2024.2366323 · Cited by 23
“These findings, to a greater extent, are congruent with the early studies (Bonsu & Baffour-Koduah, 2023; Shoufan, 2023; Strzelecki, 2023).”
‘I Use ChatGPT , but Should I?’ A Multi‐Method Analysis of Students' Practices and Attitudes Towards AI in Higher Education
Farinosi, M., & Melchior, C. (2025) · European Journal of Education · doi:10.1111/ejed.70094 · Cited by 23
University Teachers’ Perceptions of Using ChatGPT in Language Teaching and Assessment
Nguyễn, T. C. (2024) · Proceedings of the AsiaCALL International Conference · doi:10.54855/paic.2349 · Cited by 40
Contribution of ChatGPT and Similar Generative Artificial Intelligence for Enhanced Climate Change Mitigation StrategiesPreprint
Rane, N. L., Choudhary, S., & Rane, J. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4681720 · Cited by 23
From ChatGPT to Sora: Analyzing Public Opinions and Attitudes on Generative Artificial Intelligence in Social Media
Feng, W., Li, Y., Ma, C., & Yu, L. (2025) · IEEE Access · doi:10.1109/access.2025.3530683 · Cited by 23
Surveyed veterinary students in Australia find ChatGPT practical and relevant while expressing no concern about artificial intelligence replacing veterinarians
Worthing, K. A., Roberts, M., & Šlapeta, J. (2024) · Veterinary Record Open · doi:10.1002/vro2.80 · Cited by 21
Critical minds: enhancing education with ChatGPT
Costa, A. R., Lima, N., Viegas, C., & Caldeira, A. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2415286 · Cited by 28
“In line with these conclusions, Shoufan (2023) emphasizes the high motivation and interest that students have in the use of ChatGPT.”
Influential
ChatGPT and Cybersecurity: Risk Knocking the Door
Elsadig, M. A. (2023) · Journal of Internet Services and Information Security · doi:10.58346/jisis.2024.i1.001 · Cited by 27
Improving students’ programming performance: an integrated mind mapping and generative AI chatbot learning approach
Ye, X., Zhang, W., Zhou, Y., Li, X., & Zhou, Q. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-04846-4 · Cited by 32
“Using GenAI chatbots as programming learning assistants for elementary and secondary school students will increase con ﬁ dence in solving programming problems and improve learning outcomes and motivation (Muñoz et al., 2023; Shoufan, 2023).”
One year in the classroom with ChatGPT: empirical insights and transformative impacts
Guo, F., Li, T., & Cunningham, C. J. L. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1574477 · Cited by 40
The Impact of Artificial General Intelligence-Assisted Project-Based Learning on Students’ Higher Order Thinking and Self-Efficacy
Zheng, R., Xu, H., Wang, M., & Lu, J. (2024) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2024.3488086 · Cited by 19
“Similarly, Shoufan [31] used a follow-up survey to assess students’ views on using AGI in their learning process.”
Productive vs. Reflective: How Different Ways of Integrating AI into Design Workflows Affect Cognition and Motivation
Xu, X. (., Konnova, A., Gao, B., Peng, C., Vo, D., & Dow, S. P. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713649 · Cited by 38
ChatGPT in Language Education: Perceptions of Teachers - A Beneficial Tool or Potential Threat?
Widianingtyas, N., Mukti, T. W. P., & Silalahi, R. M. P. (2023) · Voices of English Language Education Society · doi:10.29408/veles.v7i2.20326 · Cited by 38
“Moreover, students these days are impressed, interested, motivated, and optimistic about ChatGPT (Shoufan, 2023), therefore, educators need to investigate how to make the best out of this interest to improve learning quality and outcome.”
Background
Exploring Students’ Perceptions and Satisfaction of Using GenAI-ChatGPT Tools for Learning in Higher Education: A Mixed Methods Study
Ng, J., Tong, M., Tsang, E. Y. M., Chu, K., & Tsang, W. (2025) · SN Computer Science · doi:10.1007/s42979-025-04010-4 · Cited by 18
“These findings align with previous studies conducted by [24, 43, 71, 72].”
Use of artificial intelligence tools by doctoral students: a mixed-methods explanatory-sequential investigation
Akbar, M. N. (2025) · Journal of Further and Higher Education · doi:10.1080/0309877x.2025.2515135 · Cited by 18
The relationship between higher-order thinking and problem-solving skills development among pre-service teachers using generative AI: an analysis based on moderated mediation
Zhang, Y., Tian, H., & Lu, J. (2025) · BMC Psychology · doi:10.1186/s40359-025-03404-6 · Cited by 18
“Its design was informed by several classical and contemporary studies: the critical thinking dimension was primarily based on the frameworks of Ennis and Facione [47].”
Generating Programs Trivially: Student Use of Large Language Models
Prasad, S., Greenman, B., Nelson, T., & Krishnamurthi, S. (2023) · ACM Global Computing Education Conference (CompEd) · doi:10.1145/3576882.3617921 · Cited by 26
Transforming Driver Education: A Comparative Analysis of LLM-Augmented Training and Conventional Instruction for Autonomous Vehicle Technologies
Murtaza, M., Cheng, C., Fard, M., & Zeleznikow, J. (2024) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-024-00407-z · Cited by 20
Evaluation of AI content generation tools for verification of academic integrity in higher education
Saqib, M. B., & Zia, S. (2025) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-10-2023-0470 · Cited by 18
Human-Generative AI Collaborative Problem Solving Who Leads and How Students Perceive the Interactions
Zhu, G., Sudarshan, V. K., Kow, J. F., & Ong, Y.-S. (2024) · IEEE Conference on Artificial Intelligence (CAI) · doi:10.1109/cai59869.2024.00133 · Cited by 17
Artificial Intelligence in Academic Writing in Higher Education in a Country of Emerging Economy: An Analysis of Knowledge, Perceived Influence, Extent of Use and Perception
Clorion, F. D. D., Alieto, E. O., Fuentes, J. O., Suicano, D. J. B., Natividad, E.-R. R., Miñoza, M. V., Pil, A. I. O., Aidil-Karanain, F., & Vallejo, R. G. (2024) · Springer eBooks · doi:10.1007/978-3-031-65691-0_16 · Cited by 18
Exploring Human-AI Collaboration in Higher Education
Mishra, M., Ara, A., & Mishra, S. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-7332-3.ch028 · Cited by 18
Exploring graduate students’ use of generative artificial intelligence in Ghana: insights from an extended UTAUT2 model, PLS-SEM, IPMA and fsQCA
Salifu, I., Arthur, F., Acquah, B. Y. S., Opoku, E., Nortey, S. A., & Boateng, E. (2025) · Discover Education · doi:10.1007/s44217-025-00603-6 · Cited by 22
Effects of LLM use and note-taking on reading comprehension and memory: A randomised experiment in secondary schools
Kreijkes, P., Kewenig, V. N., Kuvalja, M., Lee, M., Hofman, J. M., Vitello, S., Sellen, A. J., Rintel, S., Goldstein, D. G., Rothschild, D. M., et al. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105514 · Cited by 43
Navigating the impact: a study of editors’ and proofreaders’ perceptions of AI tools in editing and proofreading
Sawi, I. A., & Alaa, A. (2024) · Discover Artificial Intelligence · doi:10.1007/s44163-024-00116-5 · Cited by 30
“Other studies were found to discuss the perceptions of the users of AI tools toward their performance and outcomes (e.g., [3, 14, 21]).”
Curse or blessing? Students’ experience from ChatGPT with an application of Colaizzi’s phenomenological descriptive method of enquiry and content analysis
Awal, M. R., & Asaduzzaman (2024) · Higher Education Skills and Work-based Learning · doi:10.1108/heswbl-09-2023-0249 · Cited by 19
Students’ Perspectives on the Application of a Generative Pre-Trained Transformer (GPT) in Chemistry Learning: A Case Study in Indonesia
Ardyansyah, A., Yuwono, A. B., Rahayu, S. L., Alsulami, N. M., & Sulistina, O. (2024) · Journal of Chemical Education · doi:10.1021/acs.jchemed.4c00220 · Cited by 26
Intelligent Manufacturing through Generative Artificial Intelligence, Such as ChatGPT or BardPreprint
Rane, N. L., Choudhary, S., & Rane, J. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4681747 · Cited by 23
Comparing Student and Writing Instructor Perceptions of Academic Dishonesty When Collaborators Are Artificial Intelligence or Human
Gallagher, J. R., & Wagner, K. (2024) · Journal of Business and Technical Communication · doi:10.1177/10506519241239937 · Cited by 26
“Thematic analysis of engineering student perceptions of ChatGPT identi ﬁ ed consistent ﬁ ndings while noting that students did not see ChatGPT as a major threat to learning or academic integrity (Shoufan, 2023, p. 38814).”
Background
Engineering Students’ Use of Large Language Model Tools: An Empirical Study Based on a Survey of Students from 12 Universities
Li, R., Li, M., & Qiao, W. (2025) · Education Sciences · doi:10.3390/educsci15030280 · Cited by 18
Exploring the Integration of Generative AI Tools in Software Testing Education: A Case Study on ChatGPT and Copilot for Preparatory Testing Artifacts in Postgraduate Learning
Haldar, S., Pierce, M., & Fernando Capretz, L. (2025) · IEEE Access · doi:10.1109/access.2025.3545882 · Cited by 16
“Recent studies, such as Shoufan [39], utilized thematic analysis to explore students’ perceptions of ChatGPT, cate-gorizing their responses into recurring themes.”
Engineering Students' Perceptions and Use of Generative Artificial Intelligence
Jooste, J. L., Wolff, K. E., & Joubert, J. G. (2025) · Computer Applications in Engineering Education · doi:10.1002/cae.70064 · Cited by 16
Who’s Helping Who? When Students Use ChatGPT to Engage in Practice Lab Sessions
Brender, J., El‐Hamamsy, L., Francesco Mondada, C., & Bumbacher, E. W. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-64302-6_17 · Cited by 21
Public Attitudes Toward ChatGPT on Twitter: Sentiments, Topics, and OccupationsPreprint
Koonchanok, R., Pan, Y., & Jang, H. (2024) · Research Square · doi:10.21203/rs.3.rs-3945065/v1 · Cited by 16
Developing Massive Open Online Course Style Assessments Using Generative AI Tools
Rai, L., Deng, C., & Liu, F. (2023) · 2023 IEEE 6th International Conference on Electronic Information and Communication Technology (ICEICT) · doi:10.1109/iceict57916.2023.10244824 · Cited by 15
“In [11], the ways of making best use of ChatGPT in education is explored.”
Background
Exploring the AI–Human Interface for Personalized Learning in a Chemical Context
Clark, T. M., & Tafini, N. (2024) · Journal of Chemical Education · doi:10.1021/acs.jchemed.4c00967 · Cited by 16
Voice Assistant with AI Chat Integration using OpenAI
Gobinath, A., Manjula Devi, C., J, S. R. S., Prakash, P., Anandan, M., & Srinivasan, A. (2024) · IEEE International Conference on Intelligent Techniques in Control, Optimization and Signal Processing (INCOS) · doi:10.1109/incos59338.2024.10527726 · Cited by 15
“It likely explores themes and insights regarding how students perceive and interact with ChatGPT, potentially shedding light on its educational and practical implications [16].”
Background
Vietnamese University Students’ Perceptions of ChatGPT for Homework Assistance
Le, M. T. T., & Tran, K. V. (2024) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v18i15.48819 · Cited by 18
Exploring the role of ChatGPT in higher education institutions: Where does Latin America stand?
Rivadeneira, L., de Luna, D. B., & Fernández-Corrales, C. (2024) · Digital Government Research and Practice · doi:10.1145/3689370 · Cited by 24
Human-AI Collaboration: A Student-Centered Perspective of Generative AI Use in Higher Education
Razmerita, L. (2024) · European Conference on e-Learning · doi:10.34190/ecel.23.1.3008 · Cited by 18
“Moreover, while existing research has predominantly reflected the perspectives of educators, recent studies emphasize the need to consider student viewpoints when assessing the utility of technologies like ChatGPT (Malmström et al., 2023; Shoufan, 2023).”
BackgroundResult
Exploring user perceptions: The impact of ChatGPT on high school students' physics understanding and learning
Fadillah, M. A., Usmeldi, U., Lufri, L., Mawardi, M., & Festiyed, F. (2024) · Advances in Mobile Learning Educational Research · doi:10.25082/amler.2024.02.013 · Cited by 26
“For example, Shoufan (2023) explored the perceptions of senior students in a computer engineering program towards using ChatGPT, while Ngo (2023) examined university students’ general perceptions regarding the benefits of ChatGPT in an educational setting.”
Influential
Integration of AI GPTs in music education and their impact on students’ perception and creativity
Xia, W. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13531-7 · Cited by 21
“For this purpose, the authors employed the approach outlined in Shoufan ( 2023 ).”
ChatGPT Early Adoption in Higher Education: Variation in Student Usage, Instructional Support, and Educational Equity
Arum, R., Leon, M. D. C., Li, X., & Lopes, J. (2025) · AERA Open · doi:10.1177/23328584251331956 · Cited by 24
“…Cambra-Fierro et al., 2025; Tiwari et al., 2024), the limited research skews toward examining student perspectives to understand adoption patterns and is largely situated outside U.S contexts (see, e.g., Firat, 2023; Maheshwari et al., 2023; Shahzad et al., 2024; Shoufan, 2023; Strzelecki, 2023).”
Factors influencing the acceptance and usage of ChatGPT as an emerging learning tool among higher education students in Bangladesh: a structural equation modeling
Howlader, M. H., Tohan, M. M., Zaman, S., Chanda, S. K., Jiaxin, G., & Rahman, M. A. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2504224 · Cited by 22
“…studies have explored student attitudes, knowledge, and acceptance of AI tools, limited research examines how perceived usefulness, ease of use, and risk directly shape attitudes and usage behaviors, especially in Bangladesh (Chan & Hu, 2023b; Haglund, 2023; Sallam et al., 2023; Shoufan, 2023).”
Distinct predictors of positive attitudes toward artificial intelligence and general technology: big five traits, gender, and age
Grassini, S., Thorp, S. O., Ree, A. S., Sevic, A., & Cipriani, E. (2025) · Behaviour and Information Technology · doi:10.1080/0144929x.2025.2598623 · Cited by 15
Exploring the use of ChatGPT among media students in Egypt: Opportunities and challenges
Assad, A. (2024) · Online Journal of Communication and Media Technologies · doi:10.30935/ojcmt/14416 · Cited by 14
Perceptions of Primary School Teacher Education Students to the Use of ChatGPT to Support Learning in the Digital Era
Doctoral Programme in Education Science Universitas Pendidikan Ganesha, S., & Turmuzi, M. (2024) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2024.14.5.2097 · Cited by 18
“[23, 46, 47].”
BackgroundResult
Exploring Multimodal Generative AI for Education through Co-design Workshops with Students
Prasad, P., Balse, R., & Balchandani, D. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714146 · Cited by 20
Beyond the Prompt: Student Strategies, Ethical Reflections, and Learning with ChatGPT in Computer Science
Aruleba, K., Sanusi, I. T., Obaido, G., Ogbuokiri, B., & Mienye, I. D. (2025) · Technology Knowledge and Learning · doi:10.1007/s10758-025-09899-7 · Cited by 13
Current and Future Use of Large Language Models for Knowledge Work
Brachman, M., El-Ashry, A., Dugan, C., & Geyer, W. (2025) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3757403 · Cited by 39
“Researchers have rapidly begun to explore early perceptions of LLMs, primarily on the usage of LLMs in domains like education [12, 17, 21, 53, 74], healthcare [67, 88], and tourism [16, 24].”
Information Seeking Behavior in ChatGPT: The Case of Programming Students from a Developing Economy
Hernandez, A. A., Padilla, J. R., & Montefalcon, M. D. (2023) · IEEE International Conference on System Engineering and Technology (ICSET) · doi:10.1109/icset59111.2023.10295122 · Cited by 15
“Despite potential challenges and concerns, students increasingly rely on ChatGPT as a supplemental resource to enhance their understanding and problem-solving capabilities in programming courses [7].”
Background
Assessing law students in a GenAI world to create knowledgeable future lawyers
Head, A., & Willis, S. (2024) · International Journal of the Legal Profession · doi:10.1080/09695958.2024.2379785 · Cited by 24
“Although studies have found that engagement with GenAI has the potential to improve student motivation and engagement (Muñoz et al. 2023; Shoufan 2023), there is a risk students may become dependent on these tools (Huallpa et al. 2023 p. 111) which may erode their autonomy, proactiveness,…”
GPT vs. Google: A comparative study of self-code learning in ODL students
Fırat, M., & Kuleli, S. (2024) · Journal of Educational Technology and Online Learning · doi:10.31681/jetol.1508675 · Cited by 13
“Although Generative Artificial Intelligence (GAI) is still developing, it can already compete with traditional methods in specific areas, such as code interpretation (Popovici, 2023; Yilmaz & Yilmaz, 2023; Rahman & Watanobe, 2023; Shoufan, 2023).”
ChatGPT in self-directed learning: Exploring acceptance and utilization among undergraduates of state universities in Sri Lanka
Biyiri, E. W., Dahanayake, S., Dassanayake, D. M. C., Nayyar, A., Dayangana, K. T. L. U. S., & Jayasinghe, J. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13269-8 · Cited by 17
“Shoufan (2023) and Strzelecki (2023) examined students’ views, while Hays et al. (2023) and Strzelecki et al. (2024) focused on educa-tors’ perspectives.”
Exploring the impact of artificial intelligence on business talent development in higher education:A systematic literature review and research agenda
Wu, Q., Chen, L., Chen, M., & Huang, Y. (2025) · The International Journal of Management Education · doi:10.1016/j.ijme.2025.101287 · Cited by 24
Exploring Academic Intentions for ChatGPT: A Perspective from the Theory of Planned Behavior
Ahadzadeh, A. S., Wu, S. L., & Xu, S. (2024) · ASR Chiang Mai University Journal of Social Sciences and Humanities · doi:10.12982/cmujasr.2024.016 · Cited by 19
Navigating the future of sexuality education in the USA: applying technology mediation theory to AI-Facilitated Sexuality Education
Greer, K. M., Khan, S., Sangmo, D., Greene, A. R., & Rutkowski, D. (2024) · Sex Education · doi:10.1080/14681811.2024.2401802 · Cited by 12
“Research has found that US college students perceive ChatGPT to provide accurate explanations to questions (Shoufan 2023), indicating trust in responses from ChatGPT.”
The gig economy's secret weapon: ChatGPT
Khan, A. N., & Khan, N. A. (2024) · Technological Forecasting and Social Change · doi:10.1016/j.techfore.2024.123808 · Cited by 12
Unlocking EFL learners’ insights into ChatGPT use for L2 writing: The impacts of usage frequency and gender variations
Aksakallı, C., & Daşer, Z. (2025) · Current Psychology · doi:10.1007/s12144-025-07437-3 · Cited by 22
“Additionally, employing an MM design, Shoufan ( 2023) reported that students perceived ChatGPT to be supportive, facilitating, interesting, and easy to use.”
Quantum leap in medical mentorship: exploring ChatGPT’s transition from textbooks to terabytes
Chokkakula, S., Chong, S., Yang, B., Jiang, H., Yu, J., Han, R., Attitalla, I. H., Yin, C., & Zhang, S. (2025) · Frontiers in Medicine · doi:10.3389/fmed.2025.1517981 · Cited by 12
Understanding AI in higher education: Gendered and intersectional students’ experience with ChatGPT use
Shishakly, R. (2025) · European Journal of STEM Education · doi:10.20897/ejsteme/17646 · Cited by 14
Students’ perception about ChatGPT’s impact on their Academic Education
Silvestre, A. S. S., Amaral, E. L. D. M., Holanda, M. E., & Canedo, E. D. (2023) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/sbie.2023.234602 · Cited by 13
“Before the success of ChatGPT, the topic of chatbots and their impact on education was already being explored [Shoufan 2023], [Rueda et al. 2023],[Joyner 2023], [Rospigliosi 2023],[Kim et al. 2023],[Tlili et al. 2023b].”
Background
ChatGPT in Higher Education: Perceptions of Computer Science-Related Students
Hammer, S., Ottinger, S., Zönnchen, B., Hohendanner, M., Hobelsberger, M., & Thurner, V. (2024) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon60312.2024.10578742 · Cited by 13
“Mirroring the objectives of our research, Shoufan [28] explored students’ experience with ChatGPT and their overarching perception.”
Background
Towards informed policy decisions: assessing student perceptions and intentions to use ChatGPT for academic performance in higher education
Hussain, F., & Anwar, M. A. (2024) · Journal of Asian Public Policy · doi:10.1080/17516234.2024.2422917 · Cited by 12
“In addition, Shoufan (2023) investigated student experience and perceptions of ChatGPT to comprehend its impact on education.”
Unraveling the influential factors driving persistent adoption of ChatGPT in learning environments
Moghavvemi, S., & Jam, F. A. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13662-x · Cited by 16
“Shoufan (2023) noted that while students recognized ChatGPT’s capabili - ties, they also highlighted concerns regarding its accuracy and the need for founda - tional knowledge.”
Developing an integrated model to explore key factors influencing university students' behavioral intentions to use ChatGPT in enhancing higher education in the hail region
Jazim, F., Al‐Mamary, Y. H., & Abubakar, A. A. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105445 · Cited by 16
Systematised evidence mapping of generative artificial intelligence (GenAI) and digital divide phenomena in higher education
Eddine, R. J., Gide, E., & Sabbagh, A. A. (2026) · Discover Computing · doi:10.1007/s10791-026-10044-w · Cited by 16
Using ChatGPT-4 to Grade Open Question Exams
Alers, H., Malinowska, A., Meghoe, G., & Apfel, E. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-53960-2_1 · Cited by 10
The Use of Chatbot and its Impact on Academic Achievement
Gabriella, A., Gui, A., & Chanda, R. C. (2024) · IEEE Symposium on Industrial Electronics & Applications (ISIEA) · doi:10.1109/isiea61920.2024.10607367 · Cited by 10
“The independent variable instruments consist of 10 items adopted from Shoufan (2023) [18].”
Background
Views of health sciences undergraduates on ChatGPT, an artificial intelligence-powered language model: A qualitative study
Yiğit, S., Berşe, S., Dіrgar, E., & Güner, S. G. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2024.2391044 · Cited by 10
“Some authors believe that, similar to the widespread use of calculators and computers in mathematics and life sciences, AI-based applications like ChatGPT will inevitably become a part of the educational process (Shoufan, 2023).”
Impacts of a ChatGPT-supported concept mapping approach on students’ database programming achievement and their problem-solving and critical thinking awareness
Lee, Y.-F., Hwang, G., & Cheng, L. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2523395 · Cited by 12
“The integration of AI has brought tremendous potential to the education sector (Deng & Lin, 2022), promising to provide students and educators with more tools and resources to achieve better educational quality and learning experiences (Shoufan, 2023; Sok & Heng, 2023).”
Everyone Talks Everything With ChatGPT: Students' Uses of ChatGPT and Their Impact on Learning Performance
Petrič, G. (2024) · International Journal of Technology and Human Interaction · doi:10.4018/ijthi.349225 · Cited by 10
Students’ Perceptions of ChatGPT in Education: A Rapid Systematic Literature Review
Dube, S., Dube, S., Ndlovu, B. M., Maguraushe, K., Malungana, L., Kiwa, F. J., & Muduva, M. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-62273-1_18 · Cited by 21

Authors: Shoufan, A.
Affiliations: Khalifa University of Science and Technology (AE)
Corresponding author: Shoufan, Abdulhadi
ORCID: Shoufan, Abdulhadi
Venue: IEEE Access
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Published: 2023
Volume: 11
Pages: 38805-38818
ISSN: 2169-3536 (ISSN-L)
DOI: 10.1109/access.2023.3268224
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: cc-by-nc-nd
creativecommons.org/licenses/by-nc-nd/4.0/ (vor)
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks