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Students’ attitudes towards using ChatGPT as a learning tool: the case of the University of Jordan.
Open accessAbstract
This research aims to examine students’ attitudes toward using ChatGPT as a learning tool using a quantitative approach with a descriptive study design. For data collection, researchers have developed attitude measures that utilize the ABC model, which encompasses three components of attitudes (affective, cognitive, and behavioral). The study was conducted among a random sample of 623 undergraduates who enrolled at the University of Jordan, consisting of 476 females and 147 males. The results of the descriptive statistics indicate that there is a high level of positive attitude toward utilizing ChatGPT as a learning tool. Furthermore, the findings confirm moderate affective and high behavioral and cognitive components of attitudes toward using ChatGPT as a learning tool among undergraduate students. A proportion of respondents (73.2%) agreed on the potential ability of ChatGPT to facilitate the learning process. In comparison, 20.7% of the study participants raised apprehensions regarding the precision of the data produced by ChatGPT, while an equivalent percentage (20.7%) reported feeling uncomfortable utilizing the platform; conversely, 14.6% of those surveyed acknowledged experiencing anxiety when unable to access ChatGPT’s services. The results of this study encourage decision-makers and educators at the University of Jordan to incorporate ChatGPT into curricula and instructional practices, considering student concerns and the risk of misuse.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This descriptive quantitative study surveyed 623 undergraduates at the University of Jordan in May 2023 to assess attitudes toward ChatGPT as a learning tool using an ABC-model attitude scale. Students showed a high overall positive attitude (mean 3.74), with high cognitive and behavioral components but only moderate affective attitudes.
Key findings
- Overall ATUC mean was 3.74 (SD 1.03), indicating a highly positive attitude toward using ChatGPT as a learning tool.
- Subscale means were affective 3.65 (moderate), cognitive 3.77 (high), and behavioral 3.81 (high).
- 73.2% agreed that ChatGPT can facilitate the learning process; 20.7% were concerned about the accuracy of ChatGPT-generated data; 20.7% reported feeling uncomfortable using the platform; 14.6% reported anxiety when unable to access ChatGPT services.
- The sample included 476 females and 147 males; 51% were humanities majors and 49% scientific majors; 50.1% reported beginner technological skills, 34.3% intermediate, and 10.8% advanced.
Methods
- Quantitative descriptive design using an online self-administered questionnaire distributed in May 2023 during the second semester of 2022–2023 at the University of Jordan.
- Random sample of 623 undergraduates from a population of 40,188; 690 students were sent the questionnaire link via Microsoft Teams, email, and Moodle, yielding a 90% response rate.
- Instrument: 27 items, including 5 demographic items and the 22-item ATUC scale based on the ABC model, with affective (7 items), cognitive (8 items), and behavioral (7 items) subscales on a 5-point Likert scale. Validity was assessed by 10 experts and a pilot study of 80 students; Cronbach’s alphas were 0.86 affective, 0.92 cognitive, 0.92 behavioral, and 0.96 total. Analysis used descriptive statistics in SPSS version 23.
Limitations
- Stated by the paper: the study included only undergraduate students at one public university in Jordan’s capital metropolitan area, with a sample of 623; the authors call for similar studies across diverse cohorts and for exploring additional concerns such as addiction.
- Evident from the text: the design is cross-sectional and self-report, so it cannot establish causality or track attitude change over time; the paper itself notes that attitudes toward information technology can change over time.
- Evident from the text: although described as random sampling, recruitment was voluntary via online platforms, which may introduce self-selection bias.
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Claims the paper makes
22 Own result · 18 Not checked yet · 11 Own method · 8 Own interpretation · 3 No basis given
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“14.6% of those surveyed acknowledged experiencing anxiety when unable to access ChatGPT's services.”
- Also stated in: § 4 RESULTS AND DISCUSSION · plain
“14.6% of participants agree or strongly agree with experiencing nervousness in the absence of ChatGPT service.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 4 RESULTS AND DISCUSSION · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the behavioral component of attitude among undergraduates is 3.81, which is considered high.”
- Also stated in: § 4 RESULTS AND DISCUSSION · plain
“undergraduate students exhibited a high level of behavioral component (m = 3.81)”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 4 RESULTS AND DISCUSSION · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most students agreed that the skills for employing ChatGPT in learning are necessary, make the learning process easier and the learning experience better, satisfy their learning needs, support their lifelong learning, promote their evaluation and higher-order skills, and foster creativity.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Nevertheless, the majority of participants agree that they would utilize ChatGPT to attain their learning goals, employing it as a pedagogical tool for exercising, practicing, exam readiness, summarizing and analyzing educational content, keeping abreast of its advancements, and apprising their friends and colleagues of ChatGPT's advantageous academic proficiencies.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Except for item 23 (regarding the use of ChatGPT as a tutor), approximately 15% of respondents expressed disagreement with the notion of using ChatGPT as a tutor.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“while an equivalent percentage (20.7%)reported feeling uncomfortable utilizing the platform”
- Also stated in: § 4 RESULTS AND DISCUSSION · plain
“20.7% of the participants disagreed that they feel at ease employing ChatGPT in their educational endeavors.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > Abstract
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 4 RESULTS AND DISCUSSION · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A proportion of respondents (73.2%) agreed on the potential ability of ChatGPT to facilitate the learning process.”
- Also stated in: § 4 RESULTS AND DISCUSSION · boosted
“the study revealed a high level of agreement among participants concerning the potential of ChatGPT in facilitating the learning process, as evidenced by 73.2% of students agreeing.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > Abstract
boosted- Asserted: passes — The authors put it forward as true.
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- Also stated in: § 4 RESULTS AND DISCUSSION · boosted
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the results of items 10, 11, and 12 indicate that a mere 15% of undergraduate participants agree or strongly agree with the statement that they experience annoyance while using ChatGPT due to the lack of human interaction.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
hedged- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results indicate that the mean score for the affective attitude component is 3.65, indicating a moderate level.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
hedged- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results indicate a moderate level of agreement among respondents, with over 60% expressing that ChatGPT has the potential to improve their academic self-confidence and writing skills.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“20.7% of the study participants raised apprehensions regarding the precision of the data produced by ChatGPT”
- Also stated in: § 4 RESULTS AND DISCUSSION · plain
“precisely 20.7%, expressed agreement or strong agreement that they feel concerned about utilizing ChatGPT to accomplish their academic tasks.This attitude is due to the potential for ChatGPT to generate imprecise outcomes.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > Abstract
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § 4 RESULTS AND DISCUSSION · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Nonetheless, some participants expressed reservations regarding the precision of the data produced by ChatGPT, with a percentage of 20.7%.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 5 CONCLUSIONS
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Similarly, an equivalent percentage (20.7%)reported feeling difficulty utilizing ChatGPT for educational purposes.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 5 CONCLUSIONS
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, a significant proportion of undergraduate students (73.2%) agreed on the potential of ChatGPT to enhance the learning experience.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 5 CONCLUSIONS
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The results also illustrate that undergraduate students at the University of Jordan exhibit high positive attitudes towards ChatGPT as a learning tool (m = 3.74).”
- Also stated in: § 5 CONCLUSIONS · hedged
“The study's findings indicate that ChatGPT is perceived as a valuable learning tool, with participants exhibiting predominantly positive attitudes toward its use.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
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- Also stated in: § 5 CONCLUSIONS · hedged
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Undergraduate students hold a positive intent to use ChatGPT in their learning”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Conversely, a fraction of the respondents reported experiencing anxiety in the event of the unavailability of ChatGPT services, with 14.6%.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 5 CONCLUSIONS
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, a pilot study was conducted with 80 undergraduate students from the study population and outside the study sample to ensure internal validity and reliability.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.2 Study instrument
plainn = 80 ·- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These strong positive beliefs about using ChatGPT in a learning process contribute to their high positive level on the cognitive subscale of the ATUC.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plaindirect- Asserted: passes — The authors put it forward as true.
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What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The content validity of the ATUC was assessed by ten experts from various Jordanian universities who specialize in curriculum and instruction, educational psychology, instructional technology, and computer science.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.2 Study instrument
plain- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The affective components of the attitude of these undergraduate students toward ChatGPT was shaped by their emotions concerning its use as a tool for learning.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plaindirect- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“it was found that undergraduate students exhibited a high level of behavioral component (m = 3.81) in their attitudes towards ChatGPT.It indicates their inclination towards utilizing the platform as a tool for their educational pursuits”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Despite the well-established impact of attitudes on the acceptance, adoption, and intention to utilize technology [19][20][21], no empirical investigation has been conducted to examine students' attitudes toward this novel technology.”
- Also stated in: § INTRODUCTION · plain
“no research has investigated students' attitudes regarding the utilization of ChatGPT in education”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > INTRODUCTION
plain- Asserted: passes — The authors put it forward as true.
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- Also stated in: § INTRODUCTION · plain
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“undergraduate students exhibited a high level of cognitive component (m = 3.77), which suggests favorable and confident attitudes towards ChatGPT and its potential to facilitate the learning process.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“Hence, it is important to assess individuals attitudes towards recently developed technologies, as attitudes have an influence on their adoption [25].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > INTRODUCTION
What the sources say
- Not checked yetcites [25]
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This finding could be attributed to the various pedagogical benefits the students perceive to be associated with the ChatGPT platform.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: Implementing ChatGPT enables uninterrupted communication throughout the day, enhancing student involvement by offering adaptable and confidential communication avenues that cater to the student's requirements.
- Rests on an assumption: Instant messaging systems facilitate improved student communication, enabling them to participate in more meaningful dialogues, respond to inquiries requiring elaboration, and receive prompt support.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The researchers developed a measure based on the ABC model of the attitude's components, including emotional, cognitive, and behavioral variables forming the attitude.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 5 CONCLUSIONS
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The study's findings indicate that ChatGPT is perceived as a valuable learning tool, with participants exhibiting predominantly positive attitudes toward its use.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 5 CONCLUSIONS
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 23
- Probably not a substantial claim. 17
- The quote only partly states this claim. 2
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most students agreed that the skills for employing ChatGPT in learning are necessary, make the learning process easier and the learning experience better, satisfy their learning needs, support their lifelong learning, promote their evaluation and higher-order skills, and foster creativity.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most students agreed that the skills for employing ChatGPT in learning are necessary, make the learning process easier and the learning experience better, satisfy their learning needs, support their lifelong learning, promote their evaluation and higher-order skills, and foster creativity.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most students agreed that the skills for employing ChatGPT in learning are necessary, make the learning process easier and the learning experience better, satisfy their learning needs, support their lifelong learning, promote their evaluation and higher-order skills, and foster creativity.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Table 5 displays that the average score of attitudes toward ChatGPT as a learning tool among undergraduates at the University of Jordan is 3.74.This score suggests that the students held positive attitudes towards utilizing ChatGPT as a learning tool.”
- Also stated in: § Abstract · plain
“The results of the descriptive statistics indicate that there is a high level of positive attitude toward utilizing ChatGPT as a learning tool.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Rests on an assumption: Non-response bias is negligible; the 90% response rate did not bias the sample.
- Also stated in: § Abstract · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, the cognitive component has a mean score of 3.77”
- Also stated in: § 4 RESULTS AND DISCUSSION · plain
“undergraduate students exhibited a high level of cognitive component (m = 3.77)”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
- Also stated in: § 4 RESULTS AND DISCUSSION · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Specifically, the results suggest that the affective component of attitudes was moderately positive, while the cognitive and behavioral components were highly positive.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 5 CONCLUSIONS
hedged- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
In the paper
“Thus, the sample size utilized in this study was appropriate and sufficient for achieving the research objectives.”
- Also stated in: § 3.1 Design, participants, and procedures · plain
“The appropriate minimum sample size was determined by applying Thompson's [68] equation with a confidence level of 95% and a margin of error of 5%.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.1 Design, participants, and procedures
What the sources say
- Not checked yetcites [68]
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Rests on an assumption: The population of undergraduate students at the University of Jordan during the second semester of the academic year 2022-2023 was 40,188.
- Also stated in: § 3.1 Design, participants, and procedures · plain
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The study was conducted among a random sample of 623 undergraduates who enrolled at the University of Jordan, consisting of 476 females and 147 males.”
- Also stated in: § 3.1 Design, participants, and procedures · plain
“The research sample comprised 623 undergraduate students (476 females and 147 males).”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > Abstract
plain- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
- Also stated in: § 3.1 Design, participants, and procedures · plain
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“researchers extracted the inter-sub-scale correlations of ATUC; they were significantly correlated for all pairs of ATUC's subscales, and all the inter-scale correlations were in an acceptable range, as shown in Table 3.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.2 Study instrument
plaincorrelationaln = 80 ·- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The participants included in the study were randomly selected, and all of them expressed their willingness to participate in the research.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.1 Design, participants, and procedures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“These above values indicate that ATUC is a valid and reliable measure that can be used to collect data for the study phenomenon.”
- Also stated in: § 3.2 Study instrument · hedged
“These values indicate that ATUC is a valid and reliable measure.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.2 Study instrument
hedgedn = 80- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § 3.2 Study instrument · hedged
In the paper
“The researcher adopted a random sampling technique to ensure the unbiased selection of the sample [67].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.1 Design, participants, and procedures
What the sources say
- Not checked yetcites [67]
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“623 questionnaires were returned, with a response rate of 90%.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.1 Design, participants, and procedures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This suggests a dependence on ChatGPT technology, potentially leading to addictive behavior.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“ChatGPT has the ability to produce high-quality paragraphs and diverse research papers and effectively respond to examination inquiries; it is noteworthy that this particular aspect also contributes to the debugging process through its ability to predict, explain, correct errors, and represent knowledge [9][10][11][12].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > INTRODUCTION
What the sources say
- Not checked yetcites [9][10][11][12]
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“analysis found that the Pearson correlation coefficients for each item of the ATUC scale and the overall ATUC score fell within the range of 0.48 to 0.83 and were all deemed statistically significant at p < 0.05.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.2 Study instrument
plaincorrelationaln = 80 ·- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“| Affective | 0.86 |”
- Also stated in: § Fatima Abd-Alkareem Wahba is an Assistant Professor in the Education Technology department at Middle East University in Jordan. Her research interests include Artificial Intelligence in Education, Employing Technological Innovations, Smartphones and Multimedia Applications in Education. · plain
“| Cognitive | 0.92 |”
- Also stated in: § Fatima Abd-Alkareem Wahba is an Assistant Professor in the Education Technology department at Middle East University in Jordan. Her research interests include Artificial Intelligence in Education, Employing Technological Innovations, Smartphones and Multimedia Applications in Education. · plain
“| Behavioral | 0.92 |”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > Fatima Abd-Alkareem Wahba is an Assistant Professor in the Education Technology department at Middle East University in Jordan. Her research interests include Artificial Intelligence in Education, Employing Technological Innovations, Smartphones and Multimedia Applications in Education.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- Also stated in: § Fatima Abd-Alkareem Wahba is an Assistant Professor in the Education Technology department at Middle East University in Jordan. Her research interests include Artificial Intelligence in Education, Employing Technological Innovations, Smartphones and Multimedia Applications in Education. · plain
None of the sources cited for this claim have been checked yet.
In the paper
“In addition, it has been reported that chatbots allow students to access information and enhance their communication skills through practice and refinement [26] [41] [44] [80].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
What the sources say
- Not checked yetcites [26]
- Not checked yetcites [41]
- Not checked yetcites [44]
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“This is in line with the results of previous studies that found that chatbots increase students' self-confidence and improve writing skills [42] [77].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
What the sources say
- Not checked yetcites [42] [77]
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Furthermore, these studies have established a correlation between one's attitudes towards technology and one's willingness to utilize or abstain from it [23].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > INTRODUCTION
What the sources say
- Not checked yetcites [23]
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“The survey method using questionnaires is an appropriate method for a descriptive study, specifically when the researcher is concerned with attitudes, as indicated by previous research [65].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.1 Design, participants, and procedures
What the sources say
- Not checked yetcites [65]
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“The above concerns are in line with the study findings by [14] that demonstrated concern regarding the incorrect and inaccurate information that ChatGPT could generate.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
What the sources say
- Not checked yetcites [14]
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Numerous studies in educational technology have demonstrated that attitude is the primary determinant of the desire to incorporate technology in the educational process.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > INTRODUCTION
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“According to the ABC model, attitude is a psychological construct encompassing three components: affect, behavior, and cognition.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 2.3 Student's attitude in the context of innovative learning tools
What the sources say
- Not checked yetcites [47][48][49][50]
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Further, users of contemporary technologies could demonstrate high levels of emotional dependency on a modern technological tool, causing technological addiction, which is an excessive and extreme use of technology involving non-human interactions [76].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
What the sources say
- Not checked yetcites [76]
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Based on the above literature, there is a pressing need to investigate students' attitudes towards utilizing ChatGPT in education.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 2.4 Previous studies
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“Within the realm of education, ChatGPT has the potential to enhance various aspects of learning, such as writing and research skills, personalized learning, learner autonomy, motivation, and engagement.Additionally, it may prove helpful in medical education and clinical decision-making [32] [41] [42].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 2.2 ChatGPT in the context of education
What the sources say
- Not checked yetcites [32] [41] [42]
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This study represents the initial investigation into a burgeoning research field that can significantly influence students' ability to adapt to and accept novel technological advancements.”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > INTRODUCTION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“The employment of descriptive quantitative design is a suitable method for exploring a variable within a specific population and obtaining data about it [65] [66].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.1 Design, participants, and procedures
What the sources say
- Not checked yetcites [65] [66]
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“ChatGPT presents significant opportunities in education by facilitating the completion of homework assignments, recommending scholarly articles, and enabling students to tackle intricate tasks by providing essential information and innovative problem-solving techniques.This is achieved through the platform's capacity to generate human-like conversations [39] [40].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 2.2 ChatGPT in the context of education
What the sources say
- Not checked yetcites [39] [40]
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Feeling anxiety and nervousness in the absence of technological tools are symptoms of technological tool addiction that hinder individuals from concentrating on their work or learning [75].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
What the sources say
- Not checked yetcites [75]
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“As well, this result is in line with findings from previous studies that highlighted the potential of ChatGPT in education [14] [38] [42] [44].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
What the sources say
- Not checked yetcites [14] [38] [42] [44]
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The cognitive and affective components of attitude play a significant role in determining behavioral intention, which serves as the immediate motivating factor for actual behavior [74].”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 4 RESULTS AND DISCUSSION
What the sources say
- Not checked yetcites [74]
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“| Affective | 1 | 0.688** | - |”
- Also stated in: § Fatima Abd-Alkareem Wahba is an Assistant Professor in the Education Technology department at Middle East University in Jordan. Her research interests include Artificial Intelligence in Education, Employing Technological Innovations, Smartphones and Multimedia Applications in Education. · plain
“| Cognitive | - | 1 | 0.792** |”
- Also stated in: § Fatima Abd-Alkareem Wahba is an Assistant Professor in the Education Technology department at Middle East University in Jordan. Her research interests include Artificial Intelligence in Education, Employing Technological Innovations, Smartphones and Multimedia Applications in Education. · plain
“| Behavioral | 0.790** | - | 1 |”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > Fatima Abd-Alkareem Wahba is an Assistant Professor in the Education Technology department at Middle East University in Jordan. Her research interests include Artificial Intelligence in Education, Employing Technological Innovations, Smartphones and Multimedia Applications in Education.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
- Also stated in: § Fatima Abd-Alkareem Wahba is an Assistant Professor in the Education Technology department at Middle East University in Jordan. Her research interests include Artificial Intelligence in Education, Employing Technological Innovations, Smartphones and Multimedia Applications in Education. · plain
The paper relies on this without support.
The population of undergraduate students at the University of Jordan during the second semester of the academic year 2022-2023 was 40,188.
“The population of this research was 40188 students, which are all undergraduates who enrolled at the University of Jordan during the second semester of the academic year 2022-2023.”
The paper relies on this without support.
Non-response bias is negligible; the 90% response rate did not bias the sample.
“623 questionnaires were returned, with a response rate of 90%.”
The paper relies on this without support.
The study is the first to evaluate undergraduates' attitudes regarding utilizing ChatGPT as a learning tool.
“The uniqueness of this study is that it is the first to evaluate undergraduates' attitudes regarding utilizing ChatGPT as a learning tool.”
The paper relies on this without support.
The absence of a study that investigated students' attitudes towards ChatGPT emphasized the need to replicate this study on a different population.
“Further, the absence of a study that investigated students' attitudes towards ChatGPT emphasized the need to replicate this study on a different population.”
The paper relies on this without support.
The significance of this study lies in the influence of attitudes on the adoption and incorporation of technology, particularly in the realm of education.
“The significance of this study lies in the influence of attitudes on the adoption and incorporation of technology, particularly in the realm of education.”
The paper relies on this without support.
Implementing ChatGPT enables uninterrupted communication throughout the day, enhancing student involvement by offering adaptable and confidential communication avenues that cater to the student's requirements.
“Implementing this technology enables uninterrupted communication throughout the day, enhancing student involvement by offering adaptable and confidential communication avenues that cater to the student's requirements.”
The paper relies on this without support.
Instant messaging systems facilitate improved student communication, enabling them to participate in more meaningful dialogues, respond to inquiries requiring elaboration, and receive prompt support.
“Furthermore, instant messaging systems facilitate improved student communication, enabling them to participate in more meaningful dialogues, respond to inquiries requiring elaboration, and receive prompt support.”
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?
In the citing paper
“Students are concerned about the potential for ChatGPT to be used for academic dishonesty and they are aware of the limitations of ChatGPT and the need for careful consideration before it is widely adopted.”
From ChatGPT for Academic Purposes: Survey Among Undergraduate Healthcare Students in Malaysia (2024) · cites this paper as [23]
In the citing paper
“Previous studies indicate that students are optimistic about the potential of ChatGPT to be used in universities [22,23].”
From ChatGPT for Academic Purposes: Survey Among Undergraduate Healthcare Students in Malaysia (2024) · cites this paper as [23]
In the citing paper
“They believe that ChatGPT can be used to help them with their studies, such as providing personalized feedback and answering questions.”
From ChatGPT for Academic Purposes: Survey Among Undergraduate Healthcare Students in Malaysia (2024) · cites this paper as [23]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“| Total | | | | | | 3.77 ± 1.00 |”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > Fatima Abd-Alkareem Wahba is an Assistant Professor in the Education Technology department at Middle East University in Jordan. Her research interests include Artificial Intelligence in Education, Employing Technological Innovations, Smartphones and Multimedia Applications in Education.
Reported 3.77 · recomputed 3.87125
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.2 Study instrument
“The ATUC comprised 22 items (6-26) that were distributed across three subscales:”
§ Students' Attitudes Towards Using ChatGPT as a Learning Tool: The Case of the University of Jordan > 3.2 Study instrument
“c) the behavioral subscale (comprising seven items, [21][22][23][24][25][26][27].”
Citations
Cites
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What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023) · Smart Learning Environments · doi:10.1186/s40561-023-00237-x · Cited by 2,003
ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?
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ChatGPT for Language Teaching and Learning
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A Review of Artificial Intelligence (AI) in Education from 2010 to 2020
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., Liu, J.-B., Yuan, J., & Li, Y. (2021) · Complexity · doi:10.1155/2021/8812542 · Cited by 1,364
Summary of ChatGPT-Related Research and Perspective Towards the Future of Large Language Models
Liu, Y., Han, T., Ma, S., Zhang, J., Yang, Y., Tian, J., He, H., Li, A., He, M., Liu, Z., et al. (2023) · arXiv · doi:10.48550/arxiv.2304.01852 · Cited by 1,172
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Cited by
Sorted by citations
The Influence of ChatGPT on Student Engagement: A Systematic Review and Future Research Agenda
Lo, C. K., Hew, K. F., & Jong, M. S.-Y. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.105100 · Cited by 392
A multinational study on the factors influencing university students’ attitudes and usage of ChatGPT
Abdaljaleel, M., Barakat, M. M., Alsanafi, M., Salim, N. A., Abazid, H., Malaeb, D. N., Mohammed, A. H., Hassan, B. A. R., Wayyes, A. M., Farhan, S. S., et al. (2024) · Scientific Reports · doi:10.1038/s41598-024-52549-8 · Cited by 391
Higher education students’ perceptions of ChatGPT: A global study of early reactions
Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., A. Iahad, N., Abdulla, A. A., Akopyan, A., Aldana Segura, M. W., AlHumaid, J., et al. (2025) · PLOS ONE · doi:10.1371/journal.pone.0315011 · Cited by 376
Student Interaction with ChatGPT Can Promote Complex Critical Thinking Skills
Suriano, R., Plebe, A., Acciai, A., & Fabio, R. A. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102011 · Cited by 208
Acosta-Enriquez, B. G., Ballesteros, M. A. A., Várgas, C. G. A. P., Ulloa, M. N. O., Ulloa, C. R. G., Romero, J. P., Jaramillo, N. D. G., Orellana, H. U. C., Anzoategui, D. X. A., & Roca, C. L. (2024) · International Journal for Educational Integrity · doi:10.1007/s40979-024-00157-4 · Cited by 206
Metadata
- Authors
- O. Ajlouni, A., Abd-Alkareem Wahba, F., & Salem Almahaireh, A.
- Venue
- International Journal of Interactive Mobile Technologies (iJIM)
- Published
- 2023-09-20
- Volume
- 17
- Issue
- 18
- Pages
- 99-117
- ISSN
- 1865-7923 (ISSN-L)
- OpenAlex
- W4386897099
- Semantic Scholar
- 9b432d96256fb20162d2ed80d05a9039099df68e
- Cited by
- 116
- References
- 75
- Citations by year
- 2026: 19 · 2025: 47 · 2024: 49 · 2023: 1
- FWCI
- 27.18
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- International Journal of Interactive Mobile Technologies (iJIM) (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- ChatGPT, student attitudes, generative AI in education, learning tools, ABC model of attitudes, undergraduate students, AI anxiety, AI misuse, University of Jordan
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.
A language model drew the claims from the paper on 2026-10-10, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-10 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
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 ›
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