Investigating the attitude of university students towards the use of ChatGPT as a learning resource

Abstract

Introduction: currently, the integration of innovative technologies plays a crucial role in students’ academic formation. In this context, ChatGPT emerges as a cutting-edge tool with the potential to transform the educational experience. Objective: to assess the attitude of university students towards the use of ChatGPT as a learning resource. Methods: a quantitative study, non-experimental design and observational and descriptive type. The sample was determined through simple random sampling and consisted of 269 university students of both genders who were administered the Attitudes towards the Use of ChatGPT Scale, an instrument with adequate metric properties. Results: the attitude towards the use of ChatGPT as a learning resource was predominantly rated at a medium level, as were the affective, cognitive, and behavioral dimensions. This suggests that students enjoy using ChatGPT as a tool in their learning process and consider it facilitates and improves their educational experience. However, they expressed concern about the possibility of this tool generating inaccurate results. Conclusions: the attitude of university students towards the use of ChatGPT as a learning resource was rated at a medium level. Likewise, it was determined that as students progressed in their academic training, they developed a more favorable attitude towards the use of ChatGPT.