Students' reflections on their experience with ChatGPT
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Background: The emergence of Generative Artificial Intelligence has brought a number of ethical and practical issues to higher education. Solid experimental evidence is yet inadequate to set the functional rules for the new technology. Objectives: The objective of this study is to analyse the experience of undergraduate students’ interaction with ChatGPT and contribute to identifying the problems arising from the widespread use of artificial intelligence. Methods: Junior university students ( N = 25) were assigned the task of working on their seminar essays with the aid of ChatGPT. Most students were novices with this tool (the study was conducted in the spring of 2023). Their essays were analysed qualitatively, according to the principles of the general inductive approach. Results and Conclusions: The initial attitudes towards artificial intelligence were almost equally distributed from enthusiastic to indifferent and cautious, with one student refusing to interact with the chatbot on ideological grounds. After the first experience, most of the students declared themselves adopters of the new technology. We have found some evidence for enhancing critical thinking competence when using ChatGPT, as well as examples of unquestioned reliance on its outputs. The tendency to personification of the chatbot was apparent in the students' essays. Implications: The findings show how easily the students embrace artificial intelligence and suggest a failure of any attempts for its strict regulation. This, on the other hand, underlines the need for emphasis on personal and research‐oriented approaches in teaching and learning.
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Novice users face significant hurdles in prompt engineering.
“Novice users also face significant hurdles in prompt engineering [24, 26].”
From Scaffolding Creativity: Integrating Generative AI Tools and Real-World Experiences in Business Education (2025) · cites this paper as [26]
Section 3.1 reports that most students had not used generative AI before and that some struggled to formulate useful prompts. But the Discussion (§4) describes adoption as swift and relatively easy, with only some students encountering this problem. The claim overstates both how widespread and how significant the hurdle was. (LLM, conf=0.86)
Experimental — accuracy not yet measuredChatGPT's efficiency and speed, productivity-boosting capabilities, and 24/7 availability were seen as significant advantages.
“Chat-GPT's efficiency and speed, productivity-boosting capabilities, and 24/7 availability were also seen as significant advantages (Rogers et al. 2024;Šedlbauer et al. 2024;Zhao et al. 2024).”
From Fostering AI Literacy in Undergraduates: A ChatGPT Workshop Case Study (2025) · cites this paper as Šedlbauer et al. 2024
The Conclusions report that students found ChatGPT fast and more efficient than a web search. The paper also reports perceived productivity benefits from another study, but our copy does not show that its own students identified productivity gains or 24/7 availability as advantages. (LLM, conf=0.85)
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Arslan, R., & KARAMAN, M. (2026) · Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu dergisi · doi:10.29249/selcuksbmyd.1791247
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- Authors
- Šedlbauer, J., Činčera, J., Slavík, M., & Hartlová, A.
- Affiliations
- Technical University of Liberec (CZ)
- Masaryk University (CZ)
- Corresponding author
- Šedlbauer, Josef
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2024-03-11
- Volume
- 40
- Issue
- 4
- Pages
- 1526-1534
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W4392714381
- Cited by
- 71
- References
- 42
- Citations by year
- 2026: 26 · 2025: 36 · 2024: 9
- FWCI
- 26.70
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Journal of Computer Assisted Learning (publishedVersion, cc-by-nc-nd)
- Veřejné služby Informačního systému (Masarykiana Brunensis Universitas) (submittedVersion, cc-by-nc-nd)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Safety Research › Ethics and Social Impacts of AI
- Keywords
- ChatGPT, generative AI, undergraduate students, student attitudes toward AI, critical thinking, technology adoption
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