For the Module 4 written assignment, we were to use a provided template to draft our written qualitative research study proposal to include the below elements:
- Background
- The Research Problem Statement
- The Purpose Statement
- Research Questions
- Conceptual Framework
- Significance of Study
Our document was to be approximately 5-8 pages, with double-spaced content. Our draft was to be in APA 7th edition format and include a title page, abstract, and correct headings (bold, centered) for each of the items listed above. We were also to remember to cite our sources throughout our document, primarily using scholarly sources published within the last five years.
Through the grading process, our instructor will return our draft with track changes and comments throughout. We will use this feedback to complete our final proposal in Unit 10.
Our submission was also to include the link to the specific conference we are interested in applying to.
Exploring the Perceptions of Teachers and Students on the Integration of OpenAI’s ChatGPT as a Teaching Assistant and Study Aid in Educational Settings: A Qualitative Study
Frank Jamison
The Chicago School of Professional Psychology
EP 607: Qualitative Methods in Educational Research
Dr. Kelly Broxterman
April 2, 2023
Abstract
This study will investigate the perceptions of teachers and students regarding the use of OpenAI’s ChatGPT in educational settings, as a teaching assistant and study aid. The proposal highlights the gap in empirical research exploring the use of AI-driven tools in education and its implications for teaching and learning experiences. I propose to use a qualitative research approach, including semi-structured interviews and thematic analysis, to understand the experiences, perceptions, and opinions of students and teachers. Grounded in the Technology Acceptance Model and the Social Constructivist Learning Theory, the findings will provide insights into the potential benefits, challenges, and ethical considerations of integrating AI-driven tools into teaching and learning practices. The aim of this study is to contribute to the growing body of knowledge on AI’s role in education and inform the development of evidence-based guidelines and policies for the responsible and effective integration of AI-driven tools into education.
Exploring the Perceptions of Teachers and Students on the Integration of OpenAI’s ChatGPT as a Teaching Assistant and Study Aid in Educational Settings: A Qualitative Study
Background
OpenAI’s ChatGPT, a versatile conversational bot launched on November 30, 2022, is poised to have a significant impact on various aspects of society. As the designers contend, “the dialogue format makes it possible for ChatGPT to answer follow-up questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests” (Introducing ChatGPT, n.d.). While ChatGPT may not represent the dawn of Skynet as depicted in the Terminator franchise (Skynet (Terminator), 2023), it does prompt essential questions regarding artificial intelligence (AI): is the “intelligence” in AI fact or fiction? Can machines think?
In 1950, Alan Turing (p. 442) envisioned a future where “one will be able to speak of machines thinking without expecting to be contradicted.” He subsequently devised the Turing Test (initially known as the Imitation Game) in which an average interrogator would have no more than a 70% chance of determining if they were communicating with a human or a machine after five minutes of questioning.
According to MetaVerse, OpenAI’s ChatGPT is the second artificial intelligence to pass the Turing Test (Yalalov, 2022), with the first being Google’s LaMDA (Oremus, 2022). However, it is simply a natural language processing tool. Such applications are incapable of thinking, reasoning, or understanding and neither represent a step toward the sci-fi definition of artificial intelligence nor toward the cognitive processes found even in animals, let alone human beings (Bishop, 2021).
The optimal use of these tools in various contexts—including schools, workplaces, research environments, scientific publications, automated code generation, customer service content generation, or textual drafting, be it a scientific article or a new law, has yet to be determined (Floridi, 2023). Though some applications of the chatbot for teachers include being used as an extra resource, creating assessments, providing feedback on grammar and writing, and grading assignments, while students can use it for help with homework, improving writing skills, getting feedback on assignments before submission, and doing research (Entrepreneur Staff, 2023).
Since its release, many large school districts in the United States, including Los Angeles Unified School District, New York City Department of Education, Oakland Unified School District, and Seattle Public Schools, have banned ChatGPT, fearing that students will cheat or plagiarize due to the speedy text generator’s human-like responses which are difficult to detect. In contrast, NYU professors are simply discouraging students from using ChatGPT, while a number of other universities, including Princeton, advise professors to set their own policies regarding the chatbot and refuse to ban it (Jimenez, 2023).
A study by Haque et al. (2022) revealed that only a small percentage of early adopters expressed concern about the misuse of ChatGPT in educational contexts. Nonetheless, it remains unclear whether ChatGPT will alleviate or exacerbate educational concerns regarding chatbots.
Problem Statement
There is a lack of empirical research exploring the perceptions of teachers and students regarding the use of ChatGPT as a teaching assistant by teachers and as a study aid by students, which hinders the development of evidence-based guidelines and policies for the responsible and effective integration of AI-driven tools in educational settings.
This study aims to address this gap in the literature by investigating the perceptions of teachers and students on the use of ChatGPT and its implications for teaching and learning experiences. Research has shown that integrating AI-driven tools in education can significantly affect learning goals, activities, and assessment methods (Zhai, 2022). However, the specific effects of ChatGPT on teachers’ and students’ experiences have not been thoroughly investigated.
Existing literature has reported the potential of AI technologies to enhance educational experiences, offer personalized learning, and reduce educators’ workload (Luckin et al., 2016). However, concerns have been raised about the ethical implications of AI-driven tools, including issues of privacy, data security, and fairness (Bishop, 2021). Moreover, some studies have highlighted the risk of students becoming overly reliant on AI tools, potentially undermining their critical thinking and problem-solving skills (Gigster, 2023).
The rationale for choosing this problem stems from the growing use of ChatGPT in educational settings and the need to understand its implications for teachers and students. By investigating teachers’ and students’ perceptions, this study aims to provide valuable insights into the practical and ethical dimensions of using ChatGPT in education. Furthermore, understanding these perceptions will help inform guidelines and policies for the responsible and effective integration of AI-driven tools in teaching and learning processes.
Purpose of the Study
As ChatGPT becomes more prevalent in educational settings, it is vital to assess students’ and teachers’ perceptions of its use, both as a resource for creating educational materials for teachers and as a study aid for students. This study aims to explore these perceptions and contribute to the understanding of AI’s role in education from both students’ and teachers’ perspectives through a qualitative research approach.
The qualitative nature of this study will allow for a deeper understanding of the subjective experiences, perceptions, and opinions of the participants, as well as the potential implications of ChatGPT’s use in educational settings. By focusing on the narratives and viewpoints of students and teachers, this study seeks to uncover the complexities and nuances of AI’s role in education, particularly in the context of ChatGPT.
This study will employ semi-structured interviews as the primary data collection method. A purposive sampling strategy will be used to select participants, targeting educators and students with experience using ChatGPT in educational settings. The interviews will be designed to explore the participants’ experiences, perspectives, and opinions on using ChatGPT, its potential benefits and challenges, and the ethical concerns that may arise.
Data analysis will involve a thematic analysis approach, focusing on identifying patterns and themes within the interview data. This process will involve transcribing the interviews, coding the data, and interpreting the themes to draw meaningful conclusions about the perceptions and experiences of students and teachers in relation to ChatGPT’s use in education.
The findings of this study will contribute to the growing body of knowledge on AI’s role in education, specifically in the context of ChatGPT. By exploring the perspectives of students and teachers, this study will offer valuable insights into the potential benefits, challenges, and ethical considerations surrounding the use of AI-driven tools like ChatGPT in educational settings. Ultimately, the study aims to inform educational policy and practice, facilitating the responsible and effective integration of AI technologies into education to support and enhance learning experiences.
Research Questions
This study will investigate the perceptions of students and teachers regarding the use of ChatGPT in educational settings and explore the potential benefits, drawbacks, and ethical considerations of its implementation. To address the research objectives, the study will focus on the following research questions:
- How do students and teachers perceive the use of ChatGPT in educational settings, and what factors influence these perceptions?
- What factors contribute to the positive or negative perceptions of ChatGPT among students and teachers?
- How do the experiences of students and teachers using ChatGPT vary across different educational contexts?
- What are the potential benefits and drawbacks of using ChatGPT as a resource for creating educational materials for teachers and as a study aid for students?
- In what ways does ChatGPT support or hinder the creation of educational materials for teachers?
- How does the use of ChatGPT as a study aid affect students’ learning experiences and academic performance?
- How does the use of ChatGPT in educational contexts impact learning goals, learning activities, and assessment and evaluation methods?
- What changes, if any, do teachers observe in their teaching practices and student outcomes when using ChatGPT in their classrooms?
- How does the integration of ChatGPT into educational contexts affect the design and implementation of assessment and evaluation methods?
- What are the ethical considerations and potential risks associated with using ChatGPT in education, and how can they be addressed?
- How do students and teachers perceive the ethical implications of using ChatGPT in educational settings?
- What strategies can be employed to mitigate the potential risks and negative consequences associated with the use of ChatGPT in education?
By exploring these research questions, the study aims to contribute to a deeper understanding of the role of AI in education and inform stakeholders about the potential implications of adopting ChatGPT in educational settings. This knowledge will help educators, policymakers, and technology developers make informed decisions regarding integrating AI technologies into teaching and learning practices.
Theoretical/Conceptual Framework
The theoretical framework for this study is grounded in the Technology Acceptance Model (TAM) (Davis, 1989) and the Social Constructivist Learning Theory (Vygotsky, 1978). Using the combined perspectives of these theories to understand the perceptions of students and teachers on the use of ChatGPT in educational settings, this study will examine its potential benefits, drawbacks, and ethical considerations.
Technology Acceptance Model (TAM)
The Technology Acceptance Model (TAM) is a widely used theory in the field of information systems to predict and explain users’ acceptance of technology (Davis, 1989). According to TAM, two main factors influence the acceptance of technology: perceived usefulness and perceived ease of use. Perceived usefulness refers to the degree to which users believe that using a particular technology will enhance their performance, while perceived ease of use refers to the degree to which users believe that using a technology will be free of effort.
In the context of this study, TAM will be employed to understand the factors influencing teachers’ and students’ acceptance of ChatGPT as a teaching assistant and study aid. By examining the perceived usefulness and ease of use of ChatGPT, the study will explore the factors that contribute to its adoption and potential impact on educational practices and experiences.
Social Constructivist Learning Theory
The Social Constructivist Learning Theory, developed by Vygotsky (1978), posits that learning is a social process in which learners construct knowledge through interaction with others and their environment. In this theory, learning is seen as an active and collaborative process, where students engage with learning materials, tasks, and others to make sense of new information and experiences.
This study will utilize the Social Constructivist Learning Theory to explore how the use of ChatGPT in educational contexts might impact learning goals, activities, and assessment methods. By examining the potential changes in teaching practices and student outcomes when using ChatGPT, this study will investigate the ways in which AI technologies like ChatGPT can support or hinder the constructivist learning process.
By combining the perspectives of TAM and the Social Constructivist Learning Theory, this study will provide a comprehensive understanding of the perceptions, experiences, and potential implications of using ChatGPT in educational settings. This theoretical framework will inform the research questions, data collection, analysis, and interpretation of findings, ultimately contributing to a deeper understanding of AI’s role in education and informing the development of guidelines and policies for the responsible and effective integration of AI-driven tools like ChatGPT into teaching and learning practices.
Figure 1: Relationship between Technology Acceptance Model and Social Constructivist Learning Theory
Significance of the Study
The significance of this study is demonstrated through its potential impact on research, policy, and practice in the educational landscape, particularly regarding the integration of AI-driven tools like ChatGPT. By exploring the perceptions of students and teachers on the use of ChatGPT in educational settings, this study will provide valuable insights that can benefit various stakeholders.
Significance for Research
This study contributes to the ongoing academic dialogue by addressing a gap in the literature concerning the perceptions of teachers and students about the use of ChatGPT in educational contexts. The findings will expand the current understanding of AI’s role in education and inform future research on the responsible and effective use of AI-driven tools in teaching and learning practices. As a result, researchers in the fields of education, educational technology, and artificial intelligence can build upon the findings of this study to further explore the potential benefits, challenges, and ethical implications of AI technologies like ChatGPT in education.
Significance for Policy
The findings of this study will be of interest to policymakers at various levels, such as school administrators, district leaders, and government officials responsible for formulating and implementing educational policies. By providing insights into the perceptions and experiences of students and teachers regarding ChatGPT, this study can inform the development of evidence-based guidelines and policies for the responsible integration of AI-driven tools in education. Policymakers can use the findings to evaluate the potential benefits and risks associated with ChatGPT, considering factors like equity, privacy, and academic integrity, and make informed decisions about the adoption and implementation of AI technologies in educational settings.
Significance for Practice
Educators, instructional designers, and technology developers are among the individuals who will be interested in the findings of this study. By understanding the factors that influence the acceptance and use of ChatGPT in educational settings, as well as its potential impact on learning goals, activities, and assessment methods, practitioners can make more informed decisions about integrating AI-driven tools into their teaching and learning practices. The findings can also help educators and instructional designers identify strategies to mitigate potential risks and negative consequences associated with the use of ChatGPT, ultimately enhancing the learning experiences for students.
In summary, the significance of this study lies in its potential to contribute to the understanding of AI’s role in education, specifically in the context of ChatGPT, and its potential to impact research, policy, and practice. By providing a deeper understanding of the perceptions, experiences, and potential implications of using ChatGPT in educational settings, this study aims to facilitate the responsible and effective integration of AI technologies into education to support and enhance teaching and learning experiences.
Proposed Journals for Submission
- Educational Technology Research and Development
- International Journal of Artificial Intelligence in Education
- Journal of Educational Computing Research
- Teaching and Teacher Education
References
Bishop, J. Mark. “Artificial Intelligence Is Stupid and Causal Reasoning Will Not Fix It.” Frontiers in Psychology 11 (January 5, 2021): 513474. https://doi.org/10.3389/fpsyg.2020.513474.
Davis, Fred D. “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology.” MIS Quarterly 13, no. 3 (September 1989): 319. https://doi.org/10.2307/249008.
Entrepreneur Staff. “How Will ChatGPT Change Education and Teaching?” Entrepreneur, February 16, 2023. https://www.entrepreneur.com/science-technology/how-will-chatgpt-change-education-and-teaching/445018.
Floridi, Luciano. “AI as Agency Without Intelligence: On ChatGPT, Large Language Models, and Other Generative Models.” Philosophy & Technology 36, no. 1 (March 2023): 15, s13347-023-00621-y. https://doi.org/10.1007/s13347-023-00621-y.
Gigster. “Are AI Tools Like ChatGPT Destroying Critical Thinking for the Future of Work?” Gigster (blog), February 22, 2023. https://gigster.com/blog/are-ai-tools-destroying-critical-thinking/.
Haque, Mubin Ul, Isuru Dharmadasa, Zarrin Tasnim Sworna, Roshan Namal Rajapakse, and Hussain Ahmad. “I Think This Is the Most Disruptive Technology: Exploring Sentiments of ChatGPT Early Adopters Using Twitter Data.” ArXiv Preprint, 2022. http://arxiv.org/abs/2212.05856.
“Introducing ChatGPT.” Accessed March 27, 2023. https://openai.com/blog/chatgpt.
Jimenez, Kayla. “‘This Shouldn’t Be a Surprise’ The Education Community Shares Mixed Reactions to ChatGPT.” USA TODAY, January 30, 2023. https://www.usatoday.com/story/news/education/2023/01/30/chatgpt-going-banned-teachers-sound-alarm-new-ai-tech/11069593002/.
Luckin, Rose, Wayne Holmes, and Laurie B Forcier. Intelligence Unleashed: An Argument for AI in Education, 2016.
Oremus, Will. “Analysis | Google’s AI Passed a Famous Test — and Showed How the Test Is Broken.” Washington Post, June 28, 2022. https://www.washingtonpost.com/technology/2022/06/17/google-ai-lamda-turing-test/.
“Skynet (Terminator).” In Wikipedia, January 27, 2023. https://en.wikipedia.org/w/index.php?title=Skynet_(Terminator)&oldid=1135846159.
Turing, A. M. “Computing Machinery and Intelligence.” MindLIX, no. 236 (October 1, 1950): 433–60. https://doi.org/10.1093/mind/LIX.236.433.
Vygotskiĭ, L. S., and Michael Cole. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press, 1978.
Yalalov, Damir. “ChatGPT Passes the Turing Test.” Metaverse Post (blog), December 8, 2022. https://mpost.io/chatgpt-passes-the-turing-test/.
Zhai, Xiaoming. “ChatGPT User Experience: Implications for Education.” SSRN Electronic Journal, 2022. https://doi.org/10.2139/ssrn.4312418.
Assignment Grade: 75/75
