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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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“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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Cites
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“The perceived usefulness and ease of use are determinants for the behavioral intention to use technology according to the technology acceptance model (TAM) [34].”
MethodUser Acceptance of Information Technology: Toward A Unified View1
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“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].”
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“…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].”
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“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].”
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“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].”
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“The authors suggested that ChatGPT could be used in medical education and potentially support clinical decision-making [27].”
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“Therefore, its inconsistent factual precision has been acknowledged as a notable drawback according to [24].”
BackgroundInfluentialChatbots: History, technology, and applications
Adamopoulou, E., & Moussiades, L. (2020) · Machine Learning with Applications · doi:10.1016/j.mlwa.2020.100006 · Cited by 1,090
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Items 201–300 of 502
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YAPAY ZEKA KABUL ÖLÇEĞİ KISA FORMU’NUN PSİKOMETRİK ÖZELLİKLERİNİN İNCELENMESİ
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A Global Outlook on AI-Predicted Impacts of ChatGPT on Contemporary Education
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The Role of ARCS Motivation in Predicting ChatGPT Adoption Based on UTAUT3 Framework
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“This method democratizes access to literary education and promotes dynamic studying and important thinking skills essential for scholastic accomplishment and lifelong learning (Shoufan, 2023).”
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“…explanation could be that the participants treated GPT-4 as a tool for information searching to increase their familiarity with the topics (Shoufan, 2023); therefore, the mechanism by which LLMs are used to support L2 writing might be qualitatively different from that applied when…”
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Generative Artificial Intelligence and Assessment of Learning
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BackgroundInfluentialPublic Attitudes Toward ChatGPT on Twitter: Sentiments, Topics, and Occupations
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“While several researchers have delved into the perceptions of students regarding ChatGPT (Mensah Bonsu & Baffour-Koduah, n.d.; Shoufan, 2023)there is currently a gap in research concerning the actual impact of the ChatGPT tool on both the academic learning of students and teachers.”
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WIP: Engineering Class Students' Epistemic Cognition when Interacting with Generative AI
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ChatGPT Didn't Take Me Very Far, Did It?
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Fransızca Yazma Becerisi ve Kültür Öğretiminde ChatGPT Kullanımı: Öğrenci Görüşleri
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How Generative AI Impact Student Emotion and Engagement in Programming Tasks?
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“Such an approach promotes the democratization of education and fosters critical thinking, now regarded as a requirement for academic achievement and lifelong learning [10].”
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“In contrast, studies like (Lu et al., 2024; Shoufan, 2023) ended up with low final ConQual scores due to concerns in dependability and credibility.”
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“The results of this study support the study conducted by Saufan [14], who found that student awareness among Seniors at Khalifa University is positive about the ChatGPT application.”
Jarvis: AI-Enhanced Desktop Virtual Assistant
Gupta, A., Bhardwaj, E., Sirawag, N., Pandey, S., & Mehta, R. (2024) · International Conference on Artificial Intelligence and Quantum Computation-Based Sensor Application (ICAIQSA) · doi:10.1109/icaiqsa64000.2024.10882426 · Cited by 4
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First-Year Engineering Students' Expertise and Trust in GenAl
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“One consistent finding is that although students may hold positive views of ChatGPT, they often express concerns about its accuracy and reliability [15], [16], [17], [18].”
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Applications, Challenges and Early Assessment of AI and ChatGPT in Education
Sidiropoulos, D., & Anagnostopoulos, C. (2024) · Communications in computer and information science · doi:10.1007/978-3-031-65996-6_1 · Cited by 40
Mizan, N. A., & Norman, H. (2024) · International Journal of Academic Research in Business and Social Sciences · doi:10.6007/ijarbss/v14-i8/22455 · Cited by 6
“A past study reported a significant number of participants expressed their concerns about the accuracy of the information provided, although they maintained a positive outlook regarding the use of the AI tool in general (Shoufan, 2023).”
BackgroundEvaluating Large Language Models using Arabic Prompts to Generate Python Codes
Al-khafaji, N. J., & Majeed, B. K. (2024) · International Conference on Emerging Smart Technologies and Applications (eSmarTA) · doi:10.1109/esmarta62850.2024.10638877 · Cited by 7
“This computer program adeptly simulates conversations with users using natural language or text, creating the convincing illusion of interacting with a human [6].”
BackgroundSánchez-Reina, J. R., Theophilou, E., Hernández‐Leo, D., & Ognibene, D. (2024) · Communications in computer and information science · doi:10.1007/978-3-031-67351-1_26 · Cited by 5
“…and ethical considerations [7, 18], some others have documented its influence on educational outcomes and student involvement, culminating in a more comprehensive understanding of the prospects and obstacles associated with the implementation of artificial intelligence systems [25, 29, 32].”
BackgroundResultHickey, A., Faoláin, C. Ó., & Cuffe, P. (2024) · International Conference on Information Technology Based Higher Education and Training (ITHET) · doi:10.1109/ithet61869.2024.10837620 · Cited by 4
“Despite the fact that contemporary language models have been characaterised as “stochastic parrots” , with no inherent language understanding [16], their linguistic and technical abilities have prompted widespread interest [9], [11], [19]–[21].”
Primjena ChatGPT jezičnog modela umjetne inteligencije u visokom obrazovanju
Klarin, Z., & Livaić, T. (2023) · Elektronički zbornik radova Veleučilišta u Šibeniku · doi:10.51650/ezrvs.17.3-4.6 · Cited by 4
Ricieri, D. D. V., de Farias, A. M. G., Barreto, R. V. G., & de Souza, F. R. (2024) · Peer Review · doi:10.53660/prw-1986-3703 · Cited by 6
Exploring the Potential Application of ChatGPT in Preparing for ABET AccreditationPreprint
Sun, W., & Yao, J. (2023) · doi:10.36227/techrxiv.23392412.v1 · Cited by 4
Pesce, M. A., & Blanco, D. F. (2024) · Research Square · doi:10.21203/rs.3.rs-4542918/v1 · Cited by 4
Transformative Effects of Smarter Chatbots
Reddy, C. K. K., Reddy, P. S., Pilly, A., & Doss, S. (2024) · Wiley eBooks · doi:10.1002/9781394234028.ch18 · Cited by 5
Research trends and the impact of ChatGPT on educational environments
Firdaus, T., Mufidah, R., Hamida, R. N., Febrianti, R. I., & Guivara, A. E. R. (2025) · International Journal of Social Sciences and Education Research · doi:10.24289/ijsser.1609741 · Cited by 6
Borissov, D., & Liuta, O. V. (2025) · Business Ethics and Leadership · doi:10.61093/bel.9(1).95-108.2025 · Cited by 3
Mahfouz, I., & AbdelMohsen, M. M. (2025) · Arab World English Journal · doi:10.24093/awej/ai.2 · Cited by 4
ChatGPT perceptions, experiences, and uses with emphasis on academia
Ali, H. B., Ali, D., Fatemi, Y., & Bharadwaj, S. S. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1559509 · Cited by 5
Understanding learner motivation and intention to use ChatGPT for English language learning
Wang, L., Zou, B., Wang, C., & Huang, F. (2025) · Discover Computing · doi:10.1007/s10791-025-09805-w · Cited by 8
Guan, L., & Gu, M. M. (2026) · European Journal of Education · doi:10.1111/ejed.70598 · Cited by 3
Mohamed, R. A. A. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2649549 · Cited by 3
“…relate positively to engagement and to indirectly influence outcomes, consistent with technology acceptance research (Davis, 1989; Venkatesh & Bala, 2008; Venkatesh & Davis, 2000) and recent findings on learner perceptions of GenAI in educational contexts (Holland & Ciachir, 2025; Shoufan, 2023).”
Meishar‐Tal, H., & Amzalag, M. (2026) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2026.102246 · Cited by 5
When Do Undergraduate Students Prefer AI? Insights into AI Scoring and Feedback
Yildirim-erbasli, S., Dibek, M. İ., Thomas, M. L., & Lesoway, N. (2026) · Behavioral Science · doi:10.3390/bs16071196 · Cited by 2
“For example, Shoufan (2023) examined students’ perceptions of ChatGPT following their use of the system as part of a learning activity.”
The Effect of ChatGPT on Education in the UAE
Alnahhal, M. J., Alali, H., & Alshamsi, R. (2024) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v19i06.49799 · Cited by 3
Reeping, D. P., & Shah, A. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--47047 · Cited by 3
Unleashing the potential of ChatGPT in education: Revolutionizing learning and collaboration
Chandrasekaran, B., & Nair, S. G. S. (2024) · IEEE Potentials · doi:10.1109/mpot.2024.3449257 · Cited by 3
Jin, L., Tao, Y., Liu, Y., Liu, G., Lin, L., Chen, Z., & Peng, S. (2025) · BMC Medical Informatics and Decision Making · doi:10.1186/s12911-025-03008-5 · Cited by 3
“When talking about AI devices, they presume them as “smart and convenient’ [49].”
A ‘snapshot’ of engineering practitioners views of ChatGPT-informing pedagogy in higher education
Murray, M. D., Maclachlan, R. J. R., Flockhart, G. M. H., Adams, R., Magueijo, V., Goodfellow, M., Liaskos, K. B., Hasty, W., & Lauro, V. (2025) · European Journal of Engineering Education · doi:10.1080/03043797.2025.2492736 · Cited by 3
“…such as chemical engineering (Keith et al. 2025; Kong et al. 2023; Marquez et al. 2023; Tsai, Ong, and Chen 2023), computing engineering (Shoufan 2023), biomedical engineering (Cheng et al. 2023), mechanical engineering (Bernabei et al. 2023; Tiro 2023; Zhang, Zhao, and Haddad 2025)…”
Esteban, A. J., Park, I., Nga, N. T., Perunovic, S., Park, S. E., Shehzadi, & Yi, J.-I. (2025) · rEFLections · doi:10.61508/refl.v32i2.282889 · Cited by 5
AI-Based User Empowerment for Empirical Social Research
Reis, T., Dumberger, L., Bruchhaus, S., Krause, T., Schreyer, V., Bornschlegl, M. X., & Hemmje, M. (2024) · Big Data and Cognitive Computing · doi:10.3390/bdcc8020011 · Cited by 3
“A study with students confirmed ChatGPT’s helpfulness “for programmers and computer engineering in their professional life” [13] yet highlights the need to be careful due to potentially unreliable results [13].”
BackgroundZhang, J., Abbas, Z., Ali, T., Liu, Q., & Wang, Y. (2024) · International Journal of Artificial Intelligence and Machine Learning · doi:10.51483/ijaiml.4.1.2024.1-9 · Cited by 16
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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