Exploring ChatGPT Utilization Among Master's Students in Higher Education

Abstract

The integration of technology in Higher Education has profoundly transformed student learning, with Artificial Intelligence (AI) tools like ChatGPT playing a pivotal role. ChatGPT offers personalized learning experiences by providing tailored feedback, supporting tasks such as idea generation, text summarization, paraphrasing, and language translation. It enhances group work and peer learning, making education more interactive and accessible, particularly outside of regular classroom hours. Many studies have highlighted how ChatGPT can improve productivity and research efficiency among students. Despite its benefits, the use of ChatGPT raises concerns about digital equity, screen time, and the balance between technology and traditional learning methods. This paper investigates how students in a popular postgraduate programme at the University of York use ChatGPT, focusing on their engagement, experiences, and reliance on AI for coursework and assignments. The study, based on a survey, explores themes such as reasons for using ChatGPT, familiarity, frequency of use, concerns, and perceived helpfulness. Findings reveal that while students appreciate ChatGPT's non-judgmental support and convenience, issues regarding the reliability and accuracy of information persist. The study underscores the need for ethical considerations in using AI tools and highlights their potential to enhance educational experiences.