Utilization of Chatgpt for Learning at Daystar and Strathmore University: A Stakeholder’s Perspective

Abstract

The study explored the utilization of ChatGPT for learning by Daystar and Strathmore University students and lecturers. Against the backdrop of growing concerns by parents and scholars in Kenya, the study probed the views of these students and lecturers regarding the incorporation of ChatGPT and its utilization for learning. The objectives that guided the study aimed: To find out the Daystar and Strathmore University students and lecturers views on the utilization of ChatGPT for learning. To determine other AI tools used in learning by Daystar and Strathmore University students and lecturers. To investigate the influence of ChatGPT on learning on Daystar and Strathmore University students and lecturers. To examine the ethical considerations used when utilizing ChatGPT by Daystar and Strathmore University students and lecturers. This study used snowball sampling. The researcher sought participants who fit the study criteria and invited them to become a study participant. When these participants consented, the researcher requested them to recommend potential and willing participants who fit the study’s criteria until the target sample size or point of saturation was attained. Furthermore, the study adopted an exploratory research design to explore the perceptions, experiences and insights of key stakeholders on the utilization of ChatGPT for learning. This study used thematic analysis method to analyze the interview data. All data which related to a particular theme was gathered and reviewed in line with the developed themes. Therefore, the researcher created a thematic map of the data analysis to help them define and making the themes. The findings of the study revealed: Embracing ChatGPT for Learning was welcomed by students and lecturers as they see this innovation as a great collaborator in the learning process. Concerns and criticisms of ChatGPT in learning raised by lecturers and students centered on the AI tools unethical and irresponsible appropriation, its ability to generate inaccurate answers and over – reliance. AI tools role in enhancing the learning process provided students and lecturers with a diverse range of tools that could perform different functions enhancing the capacity, efficiency, and productivity in the learning process. The findings revealed, the efficiency and time-saving Nature of ChatGPT boosted productivity and output of students and lecturers as they could get tasks completed at a faster rate due to the immediate support offered by the AI tool. ChatGPT as a Research tool was helpful since it served as a one - stop shop where information was easily accessed instead of being referred to multiple webpages as Google would do. Consultation of other sources and transparency of ChatGPT Utilization was vital as students were not capable of citing work generated from ChatGPT. Students could not fully rely on ChatGPT because of its limitation of generating inaccurate responses and user transparency was encouraged to lower misappropriation as students can admit when they have utilized the AI tool and receive honest feedback and guidance from their lecturers. Plagiarizing ChatGPT’s work as their own was a key ethical challenge that has presented itself to students. Not having any ethical considerations on ChatGPT Utilization provided room for ethical malpractice as there were no principles which guided utilization of ChatGPT for learning.