A STUDY ON PERCEPTION OF COLLEGE STUDENTS

TOWARDS CHATGPT

A PROJECT REPORT
Submitted by
ABHIMANY BABU
REG NO: GKAVBCM016

Under the supervision of

Dr. MOHANDAS A
Associate Professor and Head of
RESEARCH DEPARTMENT OF COMMERCE

In partial fulfillment for the award of

BACHELOR DEGREE IN COMMERCE

GOVERNMENT COLLEGE KODANCHERY

UNIVERSITY OF CALICUT
MARCH 2024
DECLARATION

1
I ABHIMANYA BABU, Student of sixth semester B Com, Government College
Kodanchery, hereby declare that this project report entitled “A STUDY ON
PERCEPTION OF COLLEGE STUDENTS TOWARDS CHATGPT” is an
authentic and original work done by me under the guidance and supervision of Dr.
MOHANDAS A, Associate Professor and Head of Department of Commerce,
Government College Kodanchery.

I further declare that this report has not been submitted by me fully or partly for the
award of any degree, diploma or any other recognition earlier.

Place
Date

RESEARCH DEPARTMENT OF COMMERCE

GOVERNEMNT COLLEGE KODANCHERY
[Reaccredited at ‘B++’ level by the National Assessment and Accreditation
Council] KODANCHERY POST, KOZHIKODE, KERALA-673580

Ph: 0495 2236221

Website: www.kodencherycollege.ac.in

BONAFIDE CERTIFICATE
2
This is to certify that ABHIMANYA BABU is a Bonafide student of the Research
Department of Commerce, Government College Kodanchery and this project
report entitled, “A STUDY ON PERCEPTION OF COLLEGE STUDENTS
TOWARDS CHATGPT” has been submitted for the partial fulfillment of the
requirement for the award of the Bachelor Degree in Commerce, (CUCSS),
University of Calicut.

Place Dr. MOHANDAS A

Date [Head of the Department]

RESEARCH DEPARTMENT OF COMMERCE

GOVERNEMNT COLLEGE KODANCHERY
[Reaccredited at ‘B++’ level by the National Assessment and Accreditation
Council] KODANCHERY POST, KOZHIKODE, KERALA-673580

Ph: 0495 2236221

Website: www.kodencherycollege.ac.in

CERTIFICATE

3
Certified that the project report titled “A STUDY ON PERCEPTION OF
COLLEGE STUDENTS TOWARDS CHATGPT” has been prepared by
ABHIMANYA BABU, sixth semester B. Com student, Department of Commerce
Govt college Kodanchery under my guidance and supervision.

I also certify that this project has not been submitted at any time to any other
university or institute for the award of any Degree or diploma

Place Dr. MOHANDAS A

Date [Head of the Department]

4
 ACKNOWLEDGEMENT

First and foremost, I praise and thank God Almighty from depth of my heart that
has been source of strength in completion of this project work.
I express my sincere thanks to Dr. Mohandas A, Head of the Department of
Commerce, Government College Kodanchery as my supervising teacher, for his
invaluable advice and supervision given during each phase of my project.

I like to express my deep sense of gratitude to all other teachers of the department
and college for their whole hearted co-operation.

I acknowledge my sincere thanks to my parents and friends for their help in

making this report in the present form.

Place
Date

5
 TABLE OF CONTENTS

CHAPTER TITLE PAGE NO.

NO.
CHAPTER 1 INTRODUCTION 1-2
Statement of the Problem 3
Objectives of the Study 3
Scope of the Study 3
Research Methodology 4
Limitations of the Study
CHAPTER 2 REVIEW OF LITERATURE
CHAPTER 3 CHATGPT–AN ARTIFICIAL
INTELLIGENCE CHATBOT
CHAPTER 4 DATA ANALYSIS AND
INTERPRETATION
CHAPTER 5 FINDINGS, SUGGESTIONS AND
CONCLUSIONS
BIBLIOGRAPHY
APPENDIX

6
 LIST OF TABLES
TABLE TABLE NAME PAGE NO
NO

Age wise classification of the respondents

4.1

4.2 Area wise classification

4.3 Classification on the basis of Education

4.4 Classification on the basis of Department

4.5 Gender of the respondent

4.6 Classification on the basis of Recommendation

4.7 Classification on the basis of Usage

4.8 Classification on the basis of Period of Usage

4.9 Classification on the basis of User Friendliness

4.10 Classification on the basis of Recommended to

Others

4.11 Classification on the basis of Inter-Action

4.12 Classification on the basis of Level of Accuracy

4.13 Classification on the basis of Needs

4.14 Classification on the basis of Tool for Academic

Purpose

4.15 Classification on the basis of Comfortability of

Usage

7
4.16 Classification on the basis of Convenience of Use

4.17 Classification on the basis of the statement

“ChatGPT provides overloaded information”
Classification on the basis of the statement
“ChatGPT affects the thinking capacity of the
students”
4.18

4.19 Classification on the basis difficulties faced

8
 CHAPTER 1
INTRODUCTION

9
1.1 Introduction

Now a days, the ChatGPT is a generative language model recently, created

by open AI in November 30st 2022.It has attracted world-wide attention for its
capability of dealing with challenging language understanding and generation tasks
in the form of conversations. It is based on a large language model, it enables users
to refine and steer a conversation towards a desired length, format, style level of
detail and language.

ChatGPT improve the accessibility to education by removing barriers

for people with disabilities and non-english speakers. For instance, ChatGPT can
speak out the response for students with sight experiments. It can also summarize
the topics or concepts from a course for students with learning disabilities.

In a world driven by technological advancement understanding the perception

of college students towards AI-driven communication tools like ChatGPT is
crucial. This project aims to delve into the minds of this young, tech savvy
individuals, exploring their thoughts, opinions, and attitudes towards utilizing
ChatGPT in their academic and personal lives.

Through comprehensive surveys, interviews and analysis, we seek to uncover

the nuanced perspectives that shape their interactions with AI -powered platforms,
shedding light on the potential impact and future implications of such technologies
on higher education and beyond.

Overall, ChatGPT has the potential to revolutionize natural Language

processing and have a significant impact on society. It is important to continue
research and development on this technology while keeping in mind the ethical,
social and regulatory issues from conversional interfaces to content creation and
language translation, ChatGPT has numerous applications that are enhancing
human life.

1.2 Statement of the Problem

ChatGPT has been acquiring much popularity in current scenario. The
perception of college students towards ChatGPT could focus on understanding and
analyzing the attitudes, opinions and experiences of college students regarding the
use of AI. ChatBOTs like ChatGPT have a crucial role in education sphere. It can
be used to compose music, student essays, answer test questions, generate business

10
ideas, translate and summarize text etc. Even if it has ample scope in the education
scenario, most of the students are unaware about the same. In such a situation,
present study is an attempt to understand the students’ awareness and perception
towards ChatGPT.

1.3 Objectives
1. To study more about ChatGPT.
2. To identify the awareness among college students about ChatGPT.
3. To analyze the extent of usage of ChatGPT by college students.

1.4 Scope of the Study

The study has been undertaken to analyze the usage and awareness of ChatGPT in
college students with special reference to Kodenchery Grama Panchayat. The study
includes the response of them in choosing ChatGPT as a search engine.

1.5 Significance of the Study

The significance of studying the perception of college students towards
ChatGPT lies in understanding how this advanced technology is received and
utilized in educational settings. It can offer insight in student’s attitude, acceptance,
and potential barriers or advantages in integrating AI like ChatGPT in to learning
environments. The findings of the study shall give an insight to the new openings
available to the students due to the emergence of ChatGPT. To know the extent of
use ChatGPT by students shall be helpful to arrange seminars and workshops on
the same in order to enhance students’ awareness about the same.

1.6 Research Methodology

It is a descriptive study in which both primary and secondary data will be used for
the study.
Sample Design

11
The study will be based on a representative group selected from the population.
Details regarding sampling are summarized below.

1. Sampling Method
Convenience sampling method is used for selecting the samples needed for the
study.

2. Sampling Size
Sampling size of the present study shall be 50 students.

3. Tools for Data Collection

A structured questionnaire will be used for collecting the primary data from the
selected students.

4. Tools for Analysis

Simple and suitable tools like tables, graphs, diagram and pie chart will be used
for analyzing the data.

Limitations of the Study

1. A good number of students are still not using ChatGPT. Hence to identify
the respondents for the study was a concern.
2. Since it is an emerging topic, faced difficulty to collect more information
about the concept.
Chapter Scheme
Present study is divided in to five chapters as follows:
1. Chapter 1: Introduction
2. Chapter 2: Review of Literature
3. Chapter 3: ChatGPT – An Artificial Intelligence ChatBot
4. Chapter 4: Awareness and use of ChatGPT by College Students
5. Chapter 5: Findings, Suggestions and Conclusion

12
 CHAPTER 2
REVIEW OF LITRATURE

13
Since it is an emerging area, detailed studies about ChatGPT are less in number.
Most of the studies undertaken are in foreign countries. Even if, in order to have an
idea regarding the problem and to identify the dimensions of the topic, the
researcher reviewed some available literature and the details of the same are
depicted below.
According to Tianyu Wu, Shizhu He, Jingping Liu, Siqi Sun, Kang Liu,
Quing-Long Han, Yangtang (2023) ChatGPT, an artificial intelligence generated
content (AIGC) model developed by OpenAI, has attracted world-wide attention
for its capability of dealing with challenging language understanding and
generation tasks in the form of conversations. This paper briefly provides an
overview on the history, status quo and potential future development of ChatGPT,
helping to provide an entry point to think about ChatGPT. Specifically, from the
limited open- accessed resources, we conclude the core techniques of ChatGPT,
mainly including large- scale language models, in context learning, reinforcement
learning from human feedback and the key technical steps for developing
ChatGPT. We further analyze the pros and cons of ChatGPT and we rethink the
duality of ChatGPT in various fields. Although it has been widely acknowledged
that ChatGPT brings plenty of opportunities for various fields, man-kind should
still treat and use ChatGPT properly to avoid the potential threat, academic
integrity and safety challenge. Finally, they discuss several open problems as the
potential development of ChatGPT.

Ray P.P (2023) studied the background, applications, key challenges and future
directions of ChatGPT. They begin their study by exploring its origins,
development and underlying technology, before examining its wide – ranging
applications across industries such as customer services, health care and education.
They also highlight the critical challenges ChatGPT faces, including ethical
concerns, data biases and safety issues, while discussing potential migration
strategies. This study explores the various ways ChatGPT has been revolutionizing
scientific research or the paper examining the potential challenges and ethical
concerns surrounding the use of ChatGPT in research.

Firuz Kamalow, David Santandreu Calonge and Iknlaas Gurrib (2023) aims at
investigate the potential impact of AI on education through review and analysis of
the existing literature of three major access; application, advantages and

14
challenges. Their study focuses on the use of Artificial Intelligence in collaborative
teachers- students for learning. They found that the only way forward is to embrace
new technology, while implementing guardrails to prevent its abuse.

David Mhlanga (2023) summarized that the modern technology like the ChatGPT
language model has the potential to revolutionize the educational landscape. This
article’s goals are to present a throughout analysis of responsible and ethical usage
of ChatGPT in education, as well as to encourage further study and debate on this
important subject. This study found that the usage of ChatGPT in education
requires respect for privacy, fairness and non- discrimination transparency in the
use of ChatGPT and few other factories that were included in the paper. To sustain
ethics and accountability in the global education sector, it is advised in this study
that all these recommendations be carried out.

Brudy D Lund, Ting Wang, Nishith Reddy Mannuru, Bing Nie, Sompam,
Shimray and Ziang Wang (2023) discussed the Open AIs ChatGPT, a generative
pre-trained transformer, which uses natural language processing to fulfill
text-based user requests. The history and principles behind ChatGPT and similar
models are discussed. This technology is then discussed in relation to its potential
impact on academia and scholarly research and publishing. ChatGPT is seen as a
potential model for the automated preparation of essays and other types of
scholarly manuscripts. Potential ethical issues that could arise with the emergence
of large language models like ChatGPT-3, the underlying technology behind
ChatGPT and its usage by academic and researchers are discussed and situated
within the context of broader advancements in AI, machine learning and natural
language processing for research and scholarly publishing.

E.Rakavac Bekes and Galzina(2023) investigated the current state of AI powered

chatbots in education and discuss the advantages and disadvantages of using
chatbots in this context. A case study of an AI unit planner (copilot)built on top at
the CHATgpt-3 application in k-12 settings will also be presented examining how
chatbots are used to assist teachers in lesson design and the extent to which
teachers are familiar with them. The chatbot technology implications future of
education is discussed.

15
This article found that chatbot technology has a potential to revolutionize the way
educational context is accessed, created understanding and implemented. The use
of generative artificial intelligence technology such as the ChatGPT is one
promising development in this field is conversational agent.

Chung K Wan Lo (2023) investigated that special issue teaching and learning in
the area of AI conversation chatbots there opportunities and challenges. The review
suggest that ChatGPT’s performance varies across subject domains, ranging from
outstanding and satisfactory to unsatisfactory. ChatGPT is a potential assistant for
instructors and a tutor for students. Instructor training and student education to
respond to the impact of ChatGPT in the education environment.

Ibrahim Adeshola and Adeola Praise Adepoju (2023) examined that many
universities and academicians developed new form of assessment after the launch
of ChatGPT. Now academic cheating is very large. After that AI generated and the
cheating is a new form. It is a big challenge.

Rosario Michel- Villarreal, Elisio Vilalta- Perdomo, David Ernesto Salinas-

Navarro, Ricardo Thierry-Aguilera and Flor Silvestre Gerardou (2023)
studied the challenges and opportunities of ChatGPT in higher education. The
research explores the potential benefits and limitations of ChatGPT, as well as
mitigation strategies for addressing the identified challenges. Findings emphasis
the urgent need for clear policies, guidelines and frameworks to responsibly
integrate ChatGPT in higher education. It also highlights the need for empirical
research to understand user experiences and perceptions. The findings provide
insights that can guide future research efforts in understanding the implications of
ChatGPT and similar AI systems in higher education. The study concludes by
highlighting the importance of thing ethnography as an innovative approach for
engaging with intelligent AI systems and calls for further research to explore best
practices and strategies in utilizing generative AI for educational purposes.

16
Merta Montenegro -Rueda, Jose Fernandez-Cerero, Jose Maria
Fernandez-Batenero and Eloy Lopez-Meneses (2023) explored ChatGPT’s
impact on education through a systematic literature review analyzing 12 studies
sins its November 2022. Using a descriptive and quantitative methodology, the
most significant data are precented. The results show that the implementation of
ChatGPT in the educational environment has a positive impact on the teaching
-learning process, however the result also highlight the importance of teachers
being trained to use the tool property. Although ChatGPT can enhance the
educational experience, its successful implementation requires teachers to be
familiar with its operation. These findings provide a solid basis for future research
and decision making regarding the use of ChatGPT in educational context.

Simone Grassini (2023) tried to find out delve into these discussions, exploring
the potential and problems associated with applying advanced AI models in
education. It builds on extent literature and technologies reshape educational norms
in the technological world. The ChatGPT gives human like text and facilitating
automated conversations have broad implications in various sector including
education and health. It impacts on the education sector has mixed reaction. The
reason is some educators think it as a progressive step and other think it potential
to reduce analytical skill and promote misconduct.

Christina Sanchita Shah, Smriti Mathur and Sushant K V Vishnoi (2024)

observed that the ChatGPT is increasing integration of educational context. This
research explored into suggestion of student’s continuous intention regarding the
use of ChatGPT in education system. They aim to the use of ChatGPT in student’s
determinants that shape this intention to provide insights that inform educators and
educational technology designers in optimizing the integration of AI driven tool
like ChatGPT. ChatGPT and AI has given significant attention for the educational
and learning environment.

Reference
● Brady D Lund, Ting Wang, Nishith Reddy Mannuru, Bing Nie, Somipam
Shimray, Ziang Wang (2023) Chat GPT and A New Academic Reality:

17
 Artificial Intelligence-Written Papers and The Ethics of The Large Language
Models in Scholarly Publishing (74(5), 570-581)

● Chung K Wan Lo (2023) What is the Impact of Chat GPT on Education? A

Rapid Review of the Literature (13(4),410)

● Christina Sanchita Shah, Smriti Mathur and Sushant K V Vishnoi (2024)

Continuance Intention of Chat GPT Use by Students (159-175)

● David Mhlanga (2023). Open AI in Education, The Responsible and Ethical

Use of Chat GPT Towards Lifelong Learning

● E Racovac Bakes and Galzina (2023) Exploring the Pedagogical Use of AI

Powered Chatbots Educational Perceptions and Practices (636-641)

● Firuz Kamalov, David Santandreu Calonge and Ikhlaas Gurrib (2023) New
Era of Artificial Intelligence in Education: Towards a Sustainable
Multifaceted Revolution (15(16),12451)

● Ibrahim Adeshola (2023) The Opportunities and Challenges of Chat GPT in

Education

● Merta Montenegro -Rueda, Jose Fernandez-Cerero, Jose Maria

Fernandez-Batenero and Eloy Lopez-Meneses (2023) Impact of the
Implementation of Chat GPT in Education: A Systematic Review
(12(8),153)

18
● Ray P P (2023) Chat GPT: A Comprehensive Review on Background,
Applications, Key Challenges, Bias, Ethics, Limitations and Future Scope
(Volume 3, 121-154)

● Rosario Michel- Villarreal, Elisio Vilalta- Perdomo, David Ernesto Salinas-

Navarro, Ricardo Thierry-Aguilera and Flor Silvestre Gerardou (2023)
Challenges and Opportunities of Generative AI for Higher Education as
Explained by Chat GPT (13(9), 856)

● Simone Grassini (2023) Development and Validation of the AI Attitude

Scale: A Brief Measure of General Attitude Towards Artificial Intelligence

● Tianyu Wu, Shizhu He, Jingping Liu, Siqi Sun, Kang Liu, Quing-Long Han,
Yangtang (2023) A Brief Overview of Chat GPT: The History, Status Quo
and Potential Future Development ( 10(5), 1122-1136)

19
 CHAPTER 3
CHATGPT – AN ARTIFICIAL INTELLIGENCE CHATBOT

20
 The ChatGPT brought significant changes in the society, the economy
and the environment as a result of the quick development of technology and the
interconnection of the world. This technology has advanced significantly in recent
years. ChatGPT was created by open AI, artificial intelligence and research
company on November 30, 2022. ChatGPT is a natural language processing tool
driven by AI technology that allows you to have human-like conversations and
much more with the Chatbot. The language model can answer questions and assist
you with tasks, such as composing E-mails, essays and code ChatGPT runs on a
language model architecture created by open AI called the generative pretrained its
currently open to use by public for free transformed (GPT) (A paid subscription
version called ChatGPT plus launched at the beginning of February). We can
access ChatGPT simply by visiting chat.openai.com and create an open AI
account. The specific GPT used by ChatGPT is find turned from a model in the
GPT-3.5 series, according to open AI however with a subscription to ChatGPT
plus, can access ChatGPT with GPT-4 open AI’s most advanced model.

The ChatGPT language model was developed by open AI, which is

widely recognized as one of the most influential organizations in the field of
artificial intelligence research. The architecture known as GPT (Generative
pretrained transformer), which was initially introduced by open AI in 2018, serves
as the basis for this system. The first version of the GPT model was trained on a
vast amount of text data obtained from the internet by utilizing a deep learning
technique known as transformers. This training took place on data acquired from
the internet. It was able to generate text that was almost indistinguishable from
writing done by humans as a result of this. OpenAI decided to created GPT-2,
which is a substantially improved and more resilient iteration of the GPT model,
because of the tremendous success that the first version of the GPT model
experienced. Despite this, open AI has decided not to make the full version of
GPT-2 available to the public because of worries surrounding the model’s potential
inappropriate use. In the year 2020, open AI made available the GPT-3 language
model for the public to use. It is the most advanced language model that has ever
been created and can perform a wide variety of tasks that involve the processing of
natural languages. Some examples of this tasks include the translation of
languages, the summarization of information, the answering of questions and the
generation of text. The ChatGPT text is a variant of the GPT-3 protocol that has

21
been optimized for conversational tasks. As a result of this, it is of great use in the
development of Chatbots and other artificial intelligence application that involve
dialogue (Rudolth et al.2023). The implementation of Chat GPT in educational
settings carries with it the potential to significantly improve student’s educational
experiences; nevertheless, the technology must be utilized responsible and
ethically. This involves making sure that students continue to develop their ability
to think critically and find solutions to problems, as well as taking steps to reduce
any existing prejudices and forms of discrimination. The responsible and ethical
use of ChatGPT towards lifelong learning is an essential component of the larger
discourse on AI ethics. To guarantee that the technology is used in ways that
promote beneficial results for students and society, continual research and
monitoring are required.

3.1 Brief Overview on the Evolution of ChatGPT

GPT-1(2018): Open AI introduced the first version generative pre-trained
transformer. It had 117 million parameters and demonstrated the potential of
unsupervised learning for NLP tasks (Natural language processing).
GPT-2(2019): This model gained significant attention due to its impressive
performance and largescale capabilities with 1.5 million parameters. Initially, open
AI hesitated to release the full model due to concerns about its potential misuse for
generating misleading content. Eventually they released the full GPT-2 model to
the public.
GPT-3(2020): GPT-3 marked a major leap in scale boosting 175 billion parameters.
It set new bench marks on various NLP tasks and demonstrated the power of pre
trained models. Open AI allowed limited access to GPT-3 through an API.
GPT-3.5: While there isn’t a specific GPT-3.5 model, continuous research and
improvements in transformer architectures like fine tuning and scaling have likely
led to enhanced performance in subsequent models. The term GPT -3.5 might be
used colloquially to refer to any improvements of fine tuning applied to GPT-3.

In today’s dynamic age of innovation, the marvels of artificial intelligence

(AI)have become an integral part of discussions about the future. These aren’t mere
algorithms and codes, but intricate systems designed to mimic human thought
processes and capabilities. Among the avant-garde breakthroughs, ChatGPT shines
22
as a testament to how far AI has come and where it’s headed, highlighting AI in
future developments.
Developed by OpenAI, ChatGPT is part of a lineage of models that have
consistently pushed the boundaries of what AI can achieve. Its predecessors set the
foundation, but it was ChatGPT’s unparalleled language processing ability that
brought it to the forefront, hinting at artificial intelligence in the future. The
developers behind this marvel didn’t just want to create an AI tool; they envisioned
a system that would understand and interact with humans on an almost personal
level.
3.2 Their Ambition?
To make AI a seamless part of our daily lives, aiding in everything from mundane
tasks to intricate research, leading many to questions, “what does ChatGPT mean
for the future?”
In its essence, ChatGPT is more than just lines of code; it’s the culmination of
years of research, aspiration and a vision of a world where humans and AI coexist,
collaborate and innovate. Let’s dive deep into understanding the impact and
potential changes that ChatGPT can usher in for our world. This exploration
reveals how ChatGPT will change the world and what the future of ChatGPT
entails.

ChatGPT is a powerful tool that can help us in many different aspects of our daily
life. Whether you are looking to improve your writing skills, get answers to your
questions, plan your day, get personalized recommendations, learn a new language,
get financial advice, improve your health, plan your travel, manage your home or
stay informed about current events and news, ChatGPT can assist you.
Using ChatGPT is simple and easy. All you need to do is type in your question or
requestion or request, and ChatGPT will provide you with a detailed response.
ChatGPT can understand natural language, so you can ask questions in a
conversational tone. Additionally, ChatGPT can learn from your interactions and
provide more accurate and personalized responses over time.
One of the great benefits of using ChatGPT is that it is available 24/7. Whether you
are working late at night or early in the morning, you can always rely on Chat GPT
to provide you with the information and assistance you need. This makes ChatGPT
a convenient and accessible tool that can be used by anyone, anywhere, at any
23
time. In conclusion, ChatGPT is a versatile and valuable tool that can improve your
daily life in many ways. By using ChatGPT, this will assist you every step of the
way.

ChatGPT rapidly evolving digital land scape, integrating technology into

education has significant potential for enhancing students learning experience. But
some educators may have mixed feeling about ChatGPT (Open AI 2023) that may
be due to their unfamiliarity. Most recently education system is undergoing a
transformative phase driven by emerging technologies, (ChatGPT /AI, chat
generative per trained transformer/artificial intelligence). ChatGPT/AI utilizes
natural language processing and machine learning algorithms to stimulate man like
conversation and provide intelligent responses. It provides innovative tools and
resources to enhance instruction and personalize learning. Integrating ChatGPT/AI
into the curriculum holds far-reaching implications, enabling personalized student
support, immediate feedback, and expanded access to information. It also offers
applications such as intelligent tutoring, virtual teaching assistance and intelligent
feedback systems, fostering engagement, critical thinking and query-based learning
(halaweh,2023). Curriculum implications of ChatGPT/AI are profound, aligning
with educational goals and objectives while promoting learner-centered instruction.
Through ChatGPT/AI, educators can create dynamic, personalized learning
environments that cater to individual student needs and interests, fostering the
development of future-relay skills. By empowering educators with ChatGPT /AI,
education can be revolutionized in the digital age. Additionally, GPT can be used
to helps students improve their writing skills by analyzing a student’s writing style
and suggesting improvements and providing feedback of grammar, punctuation
and spelling errors. It’s important to note that ChatGPT should be used as a tool to
support learning, not as a replacement for human teachers. ChatGPT can analyze a
student learning pattern and preferences and recommend specific learning
resources that are tailored to their needs. His can help students to learn at there on
place and in a way that works best for him. It can be used to create chatbots and
virtual language tutors that help students practice their language skills. It can
generate prompts and questions for classroom discussion, which can encourage
students to think critically and engage in meaningful discussion. ChatGPT is very
helpful in assisting students in academics and managing time and hectic schedules
of studies. It is good for students only when used in a limited assistive manner for
generating ideas and organizing academic rather than a replacement for the

24
academic inputs they are expected to put in studies. However, they use of GPT
technology also process challenges and limitation, including concerns about
cheating, data privacy and bias.

3.4 Respect for Privacy

To start, protective the privacy of users’ data is a primary priority. Since
ChatGPT is trained on enormous volumes of data obtained from the internet, it is
essential to ensure that the personal data of students is safeguarded and not put to
inappropriate use. Before using ChatGPT in the classroom, educators should
inform students about how their data is gathered, used, and kept and acquire their
concept. In addition, students should be aware of the security measures that are in
place to protect their data. When it is comes to the application of ChatGPT in the
realm of education, the protection of user’s personal information is an essential
concern. It is imperative that the confidentiality of all individuals participating in
the educational process, including students, teachers and anybody else is always
maintained. The general data protection regulation (GDPR) in Europe and the
children’s online privacy protection act (COPPA) in the United States both require
organizations to protect the personal data of individuals (Botha et al.2017, Berger
2022). These laws are similar in that they require organizations to do whatever they
can to protect the personal that of individuals, including students. This comprises
student information, grades and assessment results that were gathered through they
use of ChatGPT in the educational setting. Should one fail to preserve a sensitive
data, one may face serious repercussions in both the legal and financial spheres.
Again, the usage of Chat GPT in educational settings frequently entitles the
communication of private information, such as grades, student performance and
personal particulars. To maintain the confidentiality of the individual who are
involved, it is necessary to prevent unauthorized access to, use of or disclosure of
the information in question. When it come to the learning process, trust is an
essential component (Tartavulea et al.2020, Myskja 2023). When students, teachers
and other individuals participating in education have faith that the confidentiality
of their personal information will be maintained, they are more likely to give their
full attention and participation to the learning process. On the other side, if a
person’s right to privacy is violated in any way, the trust may be broken, which
may have a detrimental effect not only on the outcomes of learning but also on

25
overall contentment. The use of Chat GPT in educational setting should be
conceived of and carried out in a manner that is consistent with ethical principles
such as informed consent, transparency and accountability. Respecting individuals
right to privacy is an ethical obligation because it demonstrates respect for
individuals and their rights. When it comes to the educational use of Chat GPT,
protecting user privacy is of the utmost importance. It is necessary to take
appropriate safeguard the personal data of those involved in the educational
process, to maintain trust and to ensure that the use of Chat GPT is consistent with
ethical principles. These three goals must be met for Chat GPT to be used ethically.

3.5 Fairness and Non-discrimination

It is possible for ChatGPT to exhibit bias, particularly in the language that it
was trained on. It is essential to be aware of this, as well as to provide a suitable
context when utilizing ChatGPT in the classroom setting. The potential for harm
should also be brought to the attention of educators, particularly if ChatGPT is
used as a regarding or evaluation tool for pupils. Students shall not be subjected to
bias, discrimination or unfair treatment because of their use of ChatGPT, regardless
of variables such as their color, gender, or socioeconomic background. Because
AI algorithms like ChatGPT can perpetuate and magnify existing biases,
prejudices, and discrimination, fairness and non-discrimination must be strictly
adhered to whenever ChatGPT is used in educational settings. Pupils may be
treated unfairly and unequally if these biases are not recognized and remedied
immediately. As a result, it is essential to make certain that ChatGPT and other AI
systems are conceived, developed, and used in a fair and non-discriminatory
manner at every stage of the process. Consider the possibility of using ChatGPT to
assign grades to student essays, for instance. Students who come from
underrepresented groups may have their essays receive unjust grades because the
training data that was used to train ChatGPT was skewed toward a certain set of
people. This could lead to more marginalization of populations that are already at a
disadvantage in terms of education and could further exacerbate
existing educational gaps. Furthermore, language models like ChatGPT can
propagate and magnify unwanted preconceptions, biases, and prejudices. This is a
risk that comes with using these models. When employed in educational contexts,
ChatGPT may provide responses that are prejudiced and discriminatory, for
instance, if the training data that was used to train it had unfavorable prejudices
about particular groups. Students, instructors, and other members of
the educational community may suffer because of this. Because of this, it is
essential to conduct an in-depth analysis of artificial intelligence (AI) systems such
26
as ChatGPT and address the possibility of discrimination and bias before
implementing them in educational contexts.

3.6 ChatGPT is not a Substitute for Human Teachers

ChatGPT is not intended to replace in-person instruction from qualified instructors.

It ought to be regarded as a device that supplements classroom instruction and
student learning rather than one that supplants it. Rather than depending solely on
the AI tool to carry out all of the necessary tasks, teachers should utilize ChatGPT
in a manner that improves their methods of instruction and encourages students to
engage in analytical and critical thinking. In recent years, there has been a lot of
discussion over the application of artificial intelligence, such as ChatGPT, in the
classroom setting. It is important to note that even though ChatGPT presents
several
opportunities for improvement in educational settings, it is not intended to take the
place of actual instructors. This is true for several different reasons, all of which
are valid. The human connection that exists between an instructor and a student can
never be replaced by ChatGPT. The relationship that exists between a teacher and
their pupils is among the most essential components of the educational process.
Teachers can create connections with their pupils and gain an understanding of the
student's particular requirements, as well as their strengths and weaknesses (Kim
2020, Attard & Holmes 2020, Alam 2022). On the other hand, ChatGPT is only a
machine that is incapable of developing meaningful connections with its users (the
students). The goal of education should not be limited to the dissemination of
information but should also include the cultivation of interpersonal ties and
relationships. It is largely up to the teachers to establish an atmosphere in the
classroom that is encouraging and welcoming to students of all backgrounds.
Because it is an AI language model, ChatGPT does not possess the
emotional intelligence, empathy, or interpersonal skills that human teachers do.
Because of this, it is difficult for ChatGPT to comprehend the unique requirements
of each student, to offer individualized assistance, and to produce a learning
environment that is positive and engaging. Creativity and analytical thinking are
not strong points of ChatGPT. Teachers receive training to develop their creative
and critical thinking skills, which enables them to provide individualized support
and
direction to the students in their classrooms. On the other hand, ChatGPT is
constrained by the programming and algorithms that it uses, and as a result, it is

27
unable to think creatively or critically in the same way that a human instructor can.
The field of education is always shifting and developing (Mhlanga 2021, Mhlanga
2022, Mhlanga 2023). The ever-evolving requirements of students can be
accommodated by human instructors, who can also add novel concepts
and strategies into their lessons and adjust their approach to instruction in response
to the comments and suggestions of their pupils. On the other hand, ChatGPT
operates based on the data it was trained on and is unable to alter its approach to
match the particular requirements of individual students or courses.

3.7 ChatGPT is not Capable of Comprehending the Surrounding Context

In the field of education, it is frequently vital to have a solid understanding of the

environment in which a student is functioning to offer the most pertinent assistance
and direction (Mahoney et al. 2021, Alam 2022). This context takes into account
the student's culture, background, and the experiences they've had throughout their
life (Mahoney et al. 2021, Alam 2022 Adams et al.2022). ChatGPT, being a
machine, is not capable of comprehending or appreciating these aspects in
the same manner that a human educator can do so. To reiterate, ChatGPT is unable
to deliver either hands-on training or experiential education. The greatest way for
many children to learn is
through opportunities for hands-on and experiential learning (LeBaron et al. 2019,
Jacobs 2020). It is in the best position of those who teach to provide these
possibilities, and they can do so with hands-on projects, laboratory experiments, or
field trips learning (LeBaron et al. 2019, Jacobs E 2020). On the other hand,
ChatGPT is not able to deliver these kinds of educational opportunities as
effectively as other platforms can. Creativity, invention, and originality are all
things that can be brought to the classroom by human teachers. They are capable of
developing interesting courses, employing unique teaching approaches, and
encouraging students to think critically and creatively outside of the box. Because
it is an AI model, ChatGPT functions according to preprogrammed algorithms and
does not have the same level of creativity and originality as human instructors
have. In conclusion, although ChatGPT has the prospective to play a part in the
field of education, it should not be seen as a replacement for actual teachers. The
talents, experiences, and points of view that human teachers bring into the
classroom cannot be reproduced by a machine in any way, shape, or form. It is
essential to be aware of the constraints imposed by ChatGPT and to make certain
that the platform is applied in ways that complement and do not supplant the role
of human educators.

28
3.8 Responsible AI, It's Important to Educate Students About AI And Its
Limitations.

Students need to be aware that ChatGPT is not a sentient creature but rather an
artificial intelligence model with the ability to generate text. Students should be
encouraged to challenge the output of ChatGPT, and teachers should assist students
in developing a critical and educated viewpoint on the application of artificial
intelligence in the classroom. When using ChatGPT in the classroom, it is essential
to educate students about artificial intelligence (AI) as well as the limitations of AI
for several reasons. To begin, artificial intelligence (AI) systems such as ChatGPT
are not flawless, and students must understand the limitations and biases that these
systems have. For instance, ChatGPT was trained on a massive body of textual
material sourced from the internet, which may contain information that is
unreliable, biased, or deceptive. As a consequence of this, pupils need to be able to
conduct an in-depth analysis of the data that is produced by ChatGPT and
comprehend how to discriminate between genuine and unreliable sources
of information. Second, students need to understand the potential ethical and social
ramifications that artificial intelligence could have. For instance, if ChatGPT is
used to assess students' essays or provide feedback to them, there is a possibility
that it will perpetuate existing biases and prolong unfairness. This is a risk that
ChatGPT poses. Students have a responsibility to be aware of these problems and
to comprehend the various solutions available. Third, for students to successfully
traverse a technological landscape that is always evolving, they need to be
prepared with the knowledge and skills necessary to do so. Students need to
understand how artificial intelligence works, as well as its capabilities
and limitations since AI continues to progress and become more pervasive (Wong
et al. 2020, Alam2022). Because of this, they will be equipped with the knowledge
and abilities necessary to make educated judgments regarding the application of AI
in their future employment and their personal lives. Last but not least, educators
can contribute to the development of a more educated and responsible connection
between humans and AI by teaching students about the limitations of AI. This can
help ensure that AI is employed in a way that is not only safe but also ethical and
useful to society. Educating students about artificial intelligence (AI) and the
limitations of AI is important for the development of critical thinking, the
promotion of ethical and responsible use of AI, and the equipping of students with
the skills and knowledge they need to navigate a technological landscape that is
rapidly changing.

29
3.9 Transparency in the Use of Chat GPT
It is also essential to be open and honest about the implementation of ChatGPT in
educational settings and to offer frequent forums in which students and teachers
can debate the moral and responsible application of artificial intelligence (AI). This
can take the form of recurring workshops, discussion groups, or forums, at which
participants can ruminate on the merits and drawbacks of utilizing AI in
educational settings, as well as formulate suggestions for its responsible and ethical
application. Because it guarantees that students, professors, and educational
institutions understand how the technology works and what it is capable of
doing, transparency is a crucial feature of adopting ChatGPT in education. Both
students and teachers must understand how artificial intelligence technology such
as ChatGPT processes information and creates responses before implementing the
technology in educational settings. This assists in the elimination of any
ambiguities or misconceptions that may develop and ensures that the technology is
used ethically and responsibly (Mhlanga 2022 Rodgers et al. 2023). In the context
of education, examples of transparent use of ChatGPT could include informing
students about the algorithms and data sources used by the technology, as well as
describing how it processes and creates responses. This knowledge may be made
accessible in a variety of formats, such as educational materials or guides for
academic institutions and their respective students and professors. In
addition, educational institutions can make it a priority to utilize open-source or
transparent AI technology to ensure that students and teachers have access to the
source code and underlying data. This can be accomplished by making the
adoption of open-source or transparent AI technology a priority. The provision of
students with a clear explanation of the potential biases and limitations of the
technology used in the classroom is another illustration of the transparent nature of
the use of ChatGPT in educational settings. It is essential, for instance, that
students be made aware of the fact that artificial intelligence algorithms, such as
ChatGPT, are only as objective as the data they are trained on. The replies that are
generated by the technology are susceptible to reflecting any biases that may be
present in the training data. Students can be better prepared to critically analyze
and comprehend the replies generated by ChatGPT if they are educated about
the constraints described here and how they apply. Transparency is of the utmost
importance while utilizing ChatGPT in educational settings because it not only
assists in fostering an ethical and responsible utilization of the technology but also
provides students with a better comprehension of the latter's capabilities and
restrictions. This gives students the ability to use ChatGPT in an informed manner
and also ensures that the technology is utilized in a manner that is in line with the
core values and guiding principles of the educational establishment in which they

30
are enrolled. In conclusion, the use of ChatGPT in education that is responsible and
ethical needs an understanding of potential biases and limitations, security of
students' data, transparency in its usage, and critical evaluation of the influence it
has on the teaching and learning process. It is the role of educators to assist
students in forming well-informed and analytical viewpoints on
artificial intelligence (AI) and to utilize AI technologies such as ChatGPT in a
manner that supplements, rather than replaces, their teaching.

3.10 Accuracy of Information

The accuracy of the information is very significant in the field of education since it
guarantees that the material that is being taught and learned is accurate,
trustworthy, and credible. When it comes to the instruction of scientific principles,
providing accurate information is quite necessary, as providing the material that is
not accurate might lead to misunderstandings and misconceptions. For instance, if
a student is taught that the world is flat, they will have an incorrect grasp
of geography, astronomy, and any other relevant disciplines that are taught in
conjunction with this topic. Accurate knowledge is necessary for history lectures to
comprehend the significance of the past to the present and how it has evolved. If a
student is led to believe that that the first black president of South Africa was
Thabo Mbeki or George Washington served as the first president of France rather
than the United States, then that student will have an incorrect grasp of the history
of South Africa or the United States. Accuracy is essential in mathematics for
both the problem-solving process and the comprehension of mathematical concepts
(Al-Mutawah et al. 2019, Santia & Sutawidjadja 2019). If a pupil is taught that
adding two and four equals five, then they will struggle to solve arithmetic
problems and understand more sophisticated mathematical ideas that build upon
this fundamental understanding. As a result, it is essential to make certain that the
information that is offered by ChatGPT as well as any other instrument that is
utilized in the educational process is accurate. Both teachers and students need to
exercise critical thinking when it comes to the information they are given and
check it with reliable sources.

3.11 Conclusion and Policy Recommendations

Significant shifts have taken place in society, the economy, and the environment as
a direct result of the accelerated rate of technological advancement and increased
31
global interconnectedness. In recent years, the field of artificial intelligence has
made considerable advancements, which has resulted in the development of
cutting-edge technologies like Open AI's ChatGPT. The ChatGPT language model
is a cutting-edge piece of technology that can usher in a period of
profound transformation within the field of education. This article's goals are to (1)
provide a complete evaluation of the responsible and ethical usage of ChatGPT in
education, and (2) encourage additional research and discussion on this extremely
important topic.

32
 CHAPTER 4

AWARENESS AND USE OF CHATGPT BY COLLEGE STUDENTS

33
In order to find out the awareness level of college students about ChatGPT and for
analyzing the extent of use of ChatGPT by college students for educational
purposes, data were collected from the students by administering a questionnaire.
Data collected are presented in suitable tables and diagrams for understanding the
scenario easily.
Table 4.1: Classification on the basis of Age
Age No of Respondents Percentage
17-19 36 72%
20-22 05 10%
23-25 09 18%
Above 25 00 00
Total 50 100%

Figure 4.1 Classification on the Basis of Age

Interpretation
Since the study is conducted among the college students, almost all the students are
under the age of 30. The table and diagram clearly depict that most of the
respondents belong to 17-17 age category. Even if PG students were part of the
survey, the study reveals that degree students are using ChatGPT more widely than
PG students.

34
Table 4.2 Classification on the basis of Geographical Area
Category No of Respondents Percentage
Rural 34 68%
Urban 12 24%
Semi- urban 04 08%
Total 50 100%

Figure 4.2 Classification on the basis of Area

Interpretation

35
The above table and graph show most of the respondents are from rural areas. It
might be due to the fact that the survey is conducted in colleges situated in rural
areas. It also implies that the students in rural areas as well use ChatGPT for their
study related purposes.
Table 4.3 Classification on the Basis of Education Qualification
Category No of Respondents Percentage
UG 38 76%
PG 12 24%
Total 50 100%

Figure 4.3 Classification on the basis of Education Qualification

Interpretation
From the above table and graph it is clear that UG students are widely using
ChatGPT than PG students.

36
 Table 4.4 Classification on the basis of Department
Category No of respondents Percentage
Commerce 20 40%
Economics 10 20%
Zoology 09 18%
Physics 11 22%
Total 50 100%

Figure 4.4 Classification on the Basis of Department

Interpretation

37
Since commerce has an inevitable link with technology, commerce students are
always closely familiar with new technologies. The present study also testifies this
fact as most of the users of ChatGPT belong to Commerce stream.

Table 4.5 Classification on the basis of Gender

Category No of Respondents Percentage
Male 22 44%
Female 28 56%
Others 00 00
Total 50 100%

38
 Figure 4.5 Classification on the basis of Gender
Interpretation
There is no significant difference in the use of ChatGPT based on gender.
However, females have a little bit dominance in this regard.

Table 4.6 Classification on the basis of Recommendation

Category No of respondents Percentage
Teachers 09 18%
Friends 27 54%
Family 03 06%
Others 11 22%
Total 50 100%

39
 Figure 4.6 Classification on the basis of Recommendation
Interpretation
Most of the students used ChatGPT due to the recommendation of their friends.
Even if teachers are having a crucial role to play in this regard as giving seminars
and assignments in emerging areas, present study reveals that teachers’ role in this
regard is very poor.

Table 4.7 Classification on the basis of Period of Usage

Category No of Respondents Percentage
Below 1 year 40 80%
1-2 year 09 18%
More than 2 years 01 02%
Total 50 100%

40
 Figure 4.7 Classification on the basis of Period of Usage
Interpretation
ChatGPT introduced in 2022. However, in early stages, it was widely used by
businessmen, academicians etc. The present study shows that most of the students
started to use ChatGPT for not more than one year.

Table 4.8 Classification on the basis of Adequacy and Reliability

Category No of Respondents Percentage
Highly Agree 13 26%
Agree 28 56%
Neutral 07 14%
Disagree 00 00
41
Highly Disagree 02 04%
Total 50 100%

Figure 4.8 Classification on the basis of Adequacy and Reliability

Interpretation
Majority of the students perceive that the results given by ChatGPT are adequate
and reliable. It might be the reason for high popularity of this chatbot.

Table 4.9 Classification on the basis of User Friendliness

Category No of Respondents Percentage
Highly Agree 13 26%
Agree 28 56%
Neutral 08 16%
Disagree 00 00
Highly Disagree 01 02%
Total 50 100%

42
 Figure 4.9 Classification on the basis of User Friendliness
Interpretation
A good number of respondents agreed with the statement that ChatGPT is user
friendly.

Table 4.10 Classification on the basis of Recommended to Others

Category No of Respondents Percentage
Yes 46 92%
No 04 08%
Total 50 100%

43
 Figure 4.10 Classification on the basis of Recommended to Others
interpretation
The above table and figures depict that majority of the respondents are
recommending ChatGPT to others.

44
Table 4.11 Classification on the basis of Inter-action
Category No of Respondents Percentage
Daily 04 08%
Occasionally 28 56%
Weekly 05 10%
Rarely 13 26%
Never 00 00
Total 50 100%

Figure 4.11 Classification on the basis of Inter-action

Interpretation
The table indicates most of the respondents interact with ChatGPT occasionally.
Least of them daily interact with it. Since it is not at all a social media, the use will
always be purpose based.

45
 Category No of Respondents Percentage
Highly Agree 06 12%
Agree 28 56%
Neutral 14 28%
Disagree 02 04%
Highly Disagree 00 00
Total 50 100%
Table 4.12 Classification on the basis of Level of Accuracy

Figure 4.12 Classification on the basis of Level of Accuracy

Interpretation
Most of the respondents agree with the statement is “ChatGPT provides accurate
information.

46
Table 4.13 Classification on the basis of Needs
Category No of Respondents Percentage
Project 21 42%
Assignment 12 24%
Doubt clearance 15 30%
Others 2 04%
Total 50 100%

FIGURE 4.13 Classification on the basis of Needs

Interpretation
Project is mandatory to all under graduate and post graduate courses. Students can
use the help of ChatGPT extensively during their project work. According to the
present study as well, most of the students use ChatGPT for their project works. In
addition to this, it is a good tool for doubt clearance.

47
Table 4.14 Classification on the basis of Tool for Academic Purpose
Category No of Respondents Percentage
Highly Agree 14 28%
Agree 24 48%
Neutral 10 20%
Disagree 01 02%
Highly Disagree 01 02%
Total 50 100%

Figure 4.14 Classification on the basis of Tools for Academic Purpose

Interpretation
Majority of the respondents opined that ChatGPT has an ample scope in the
academic sphere.
Table 4.15 Classification on the Basis of Comfortability of Usage
Category No of Respondents Percentage
Highly comfortable 12 24%
Comfortable 15 30%

48
 Neutral 16 32%
Uncomfortable 03 06%
Highly uncomfortable 04 08%
Total 50 100%

Figure 4.15 Classification on the basis of Comfortableness of Usage

Interpretation
Even if ChatGPT is not so popular even today among a large number of people
because of the feeling that it might not be so comfortable to use. However students
feel that it is so comfortable to use.

49
Table 4.16 Classification on the basis of Convenience of Use
Category No of Respondents Percentage
1-highly convenient 12 24%
2-convenient 21 42%
3-neutral 14 28%
4-not convenient 02 04%
5-highly not convenient 01 02%
Total 50 100%

Figure 4.16 Classification on the basis of convenience of Use

Interpretation
As in the case of comfortability, most of the students opined that it is convenient to
use.
Table 4.17 Classification on the basis of the statement “ChatGPT provides
overloaded information”
Category No of Respondents Percentage
1-strongly agree 06 12%
2-agree 10 20%
3-neutral 26 52%
4-disagree 06 12%
5-strongly disagree 02 04%
Total 50 100%

50
 Figure 4.17 Classification on the basis of the statement “ChatGPT provides
overloaded information”
Interpretation
The statement “ChatGPT provides overloaded information” gives neutral response
from the respondents.

51
Table 4.18 Classification on the basis of the statement “ChatGPT affects the
thinking capacity of the students”
Category No of Respondents Percentage
Strongly Agree 12 24%
Agree 19 38%
Neutral 17 34%
Disagree 01 02%
Strongly Disagree 01 02%
Total 50 100%

Figure 4.18 Classification on the basis of the statement “ChatGPT affects the
thinking capacity of the students”
Interpretation
It is a common allegation against technologies that over dependence on machines
shall reduce the thinking capacity of the human. If the solutions are easily
available, we all prefer the same in order to save time and cost. Definitely it shall
reduce the thinking capacity. In the case of ChatGPT as well, it is true. Even if it is
a great boon to the human being, unscrupulous use of artificial intelligence will be
detrimental to the human intelligence. In the present study as well, majority of the
respondents support this statement. So, rational use of technologies including
ChatGPT is very particular.

52
Table 4.19 Classification on the basis of difficulties faced
Category No of Respondents Percentage
Overload of Information 22 44%
Delay 07 14%
Inaccuracy 08 16%
Privacy issues 09 18%
Others 04 08%
Total 50 100%

Figure 4.19 Classification on the basis of difficulties faced

Interpretation
The majority of the respondents face the obstacle overload of information. Least of
them said that ChatGPT has limited knowledge and it is too literal.

53
 CHAPTER V
FINDINGS, SUGGESTIONS AND CONCLUSION

54
5.1 Findings
The following are the main findings of the present study.
1. Friends play a crucial role in using ChatGPT. Majority of the respondents using
ChatGPT based on friend’s recommendations. Surprisingly teacher’s influence
appears to be less significant.
2. A majority of respondents have been using ChatGPT for less than a year,
indicating relatively recent adoption among the surveyed population.
3. An overwhelming majority of respondents recommended ChatGPT to others,
indicating a high level of satisfaction with the tool.
4. Most respondents interact with ChatGPT occasionally, aligning with the
purpose-driven nature of the tool rather than regular social interaction.
5. A majority agree that ChatGPT provides accurate information, reinforcing its
reliability.
6. The primary needs for using ChatGPT include project-related tasks, assignment
and doubt clearance.
7. A significant number believe that ChatGPT has a considerable scope in the
academic sphere.
8. A majority of students find ChatGPT both comfortable and convenient to use.
9. Neutral responses suggest mixed opinions on whether ChatGPT provides
overloaded information. On the impact on thinking capacity, a considerable
number agree or strongly agree that ChatGPT might affect student’s thinking
capacity.
10. The main challenges include information overloaded, delays, inaccuracy,
privacy concerns and other unspecified difficulties.

55
5.2 Suggestions

Based on the findings, following suggestions are put forth in order to improve
the use of ChatGPT as an academic aid:

● Since most users are college students under the age of 30, consider targeted
awareness campaigns within educational institutions to highlight the
benefits and potential applications of ChatGPT.
● Given that a majority of respondents are from rural areas, consider
expanding awareness and usage initiatives to urban and semi-urban areas to
create a more diverse user base.
● While the study suggests that degree students use ChatGPT widely, there
might be untapped potential among postgraduate students. Consider
targeted engagement strategies to understand and address the specific needs
of PG students.
● Acknowledging the high usage among commerce students, consider
tailor-made campaigns for other departments to increase adoption in diverse
academic fields.
● Despite the majority of users being recommended by friends, explore ways
to involve teachers more actively in promoting ChatGPT for educational
purposes, as they play a crucial role in student’s academic journeys.
● Address the difficulties faced by users, especially overloaded of
information. Regularly update and improve ChatGPT to provide more
accurate and relevant information while minimizing overload.
● With concerns raised about potential effects on thinking capacity and
privacy issues, consider implementing educational programs to raise
awareness about responsible AI usage and ethical consideration.
● While a good number find ChatGPT user friendly, continuously strive to
enhance the user experience to attract a broader audience.
● The study shows that most students started using ChatGPT within the last
year. Continuously monitor and analyze usage patterns over a more
extended period to understand evolving trends and user preferences.
● Explore collaboration opportunities with educational institutions and
businesses to integrate ChatGPT into academic and professional
environments.

56
5.3 Conclusion
The comprehensive analysis of the study provides valuable insights into the
usage patterns and perceptions surrounding ChatGPT among college students. The
findings shed light on various demographic factors, user experiences and
preferences offering a foundation for strategic consideration.
The prevalence of ChatGPT usage among college students, particularly in the
17-19 age category, emphasizes its relevance in academic contexts. The study
reveals a notable adoption rate among Commerce students, indicating the potential
for tailored campaigns in specific academic disciplines.
While recommendation from friends significantly influence usage, there is room
for increased teacher involvement to leverage their impact in promoting
educational technologies. The study highlights positive sentiments regarding
ChatGPT’s adequacy, reliability and user-friendliness with a majority
recommending it to others.
However, challenges such as information overloaded, privacy concerns and
potential impacts on thinking capacity necessitate ongoing efforts in refining the
tool’s capabilities and addressing ethical considerations. The study’s timeframe,
showcasing a majority of users adopting ChatGPT within the past year,
underscores the need for continued monitoring to discern evolving usage patterns.
In essence, this study not only provides a snapshot of the current landscape but also
offers actionable insights for further refinement and strategic planning. As the
technology landscape continues to evolve; adapting to user needs and expectations
will be crucial for the sustained success of ChatGPT in educational and academic
spheres.

57
BIBLIOGRAPHY
● Borji, A (2023). A categorical archive of ChatGPT failure. Arxiv preprint
:2302.03494.
● Brady D Lund, Ting Wang, Nishith Reddy Mannuru, Bing Nie, Somipam
Shimray, Ziang Wang (2023) Chat GPT and A New Academic Reality:
Artificial Intelligence-Written Papers and The Ethics of The Large Language
Models in Scholarly Publishing (74(5), 570-581)
● Chung K Wan Lo (2023) What is the Impact of Chat GPT on Education? A
Rapid Review of the Literature (13(4),410)
● Christina Sanchita Shah, Smriti Mathur and Sushant K V Vishnoi (2024)
Continuance Intention of Chat GPT Use by Students (159-175)
● David Mhlanga (2023). Open AI in Education, The Responsible and Ethical
Use of Chat GPT Towards Lifelong Learning
● Edward, B. (2023). Open AI confirms that AI writing detectors don’t work.
● E Racovac Bakes and Galzina (2023) Exploring the Pedagogical Use of AI
Powered Chatbots Educational Perceptions and Practices (636-641)
● Firuz Kamalov, David Santandreu Calonge and Ikhlaas Gurrib (2023) New
Era of Artificial Intelligence in Education: Towards a Sustainable
Multifaceted Revolution (15(16),12451)
● Fister, B, & Head, AJ (2023). Getting a grip on ChatGPT.
● Ibrahim Adeshola (2023) The Opportunities and Challenges of Chat GPT in
Education
● Merta Montenegro -Rueda, Jose Fernandez-Cerero, Jose Maria
Fernandez-Batenero and Eloy Lopez-Meneses (2023) Impact of the
Implementation of Chat GPT in Education: A Systematic Review
(12(8),153)
● Ray P P (2023) Chat GPT: A Comprehensive Review on Background,
Applications, Key Challenges, Bias, Ethics, Limitations and Future Scope
(Volume 3, 121-154)
● Rosario Michel- Villarreal, Elisio Vilalta- Perdomo, David Ernesto Salinas-
Navarro, Ricardo Thierry-Aguilera and Flor Silvestre Gerardou (2023)
Challenges and Opportunities of Generative AI for Higher Education as
Explained by Chat GPT (13(9), 856)
● Simone Grassini (2023) Development and Validation of the AI Attitude
Scale: A Brief Measure of General Attitude Towards Artificial Intelligence

58
 ● Tianyu Wu, Shizhu He, Jingping Liu, Siqi Sun, Kang Liu, Quing-Long Han,
Yangtang (2023) A Brief Overview of Chat GPT: The History, Status Quo
and Potential Future Development ( 10(5), 1122-1136)

Website

https://dx.doi.org/10.2139/ssrn.4354422
https://doi.org/10.3390/su151612451
https://doi.org/10.1016/j.iotcps.2023.04.003
https://doi.org/10.1002/asi.24750
https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10113601&isnumber=10113587
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=chatgpt&oq=#d=gs_qabs&t=1705
206710693&u=%23p%3D2kPmYDOcRYUJ

59
Questionnaire

60
61
62
63
64
65
66