Tool, Threat, Tutor, Talk, and Trend: College Students’ Attitudes toward ChatGPT
Abstract
:1. Introduction
2. Literature Review
2.1. Studies on Computer/Internet-Related Attitudes: 4T, 5T, and 6T Models
2.2. Studies on Chatbot/AI-Related Attitudes
2.3. Frameworks for Studying ChatGPT Attitudes
- (1)
- Tool
- (2)
- Tutor
- (3)
- Threat
- (4)
- Talk
- (5)
- Trend
2.4. Gender Differences in Chatbot/AI-Related Attitudes
3. Material and Methods
3.1. Participants and Procedure
3.2. Measures
3.2.1. Demographic Information and ChatGPT Usage Survey
- (1)
- Weekly usage time and frequency of ChatGPT.
- (2)
- How much are you willing to pay for the advanced version of ChatGPT?
- (3)
- Rate the accuracy of ChatGPT in answering questions on a scale of 1 to 10.
- (4)
- Rate the depth and breadth of ChatGPT’s responses on a scale of 1 to 10.
- (5)
- Overall satisfaction with the interaction with ChatGPT.
3.2.2. The ChatGPT Attitude Scale (CAS)
4. Results
4.1. ChatGPT Usage Survey
4.2. Validity and Reliability of the CAS
Validity of the CAS
4.3. Gender Differences in ChatGPT Attitudes
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Jo, H. Understanding AI tool engagement: A study of ChatGPT usage and word-of-mouth among university students and office workers. Telemat. Inform. 2023, 85, 102067. [Google Scholar] [CrossRef]
- Shewale, R. 32 Detailed ChatGPT Statistics—Users, Revenue and Trends; DemandSage: Boston, MA, USA, 2023. [Google Scholar]
- Cai, J.; Sun, Y.; Niu, C.; Qi, W.; Fu, X. Validity and Reliability of the Chinese Version of Robot Anxiety Scale in Chinese Adults. Int. J. Hum. Comput. Interact. 2023, 40, 1–10. [Google Scholar] [CrossRef]
- Gill, S.S.; Kaur, R. ChatGPT: Vision and challenges. Internet Things Cyber-Phys. Syst. 2023, 3, 262–271. [Google Scholar] [CrossRef]
- Wu, T.T.; Lee, H.Y.; Li, P.H.; Huang, C.N.; Huang, Y.M. Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid. J. Educ. Comput. Res. 2023, 61, 3–31. [Google Scholar] [CrossRef]
- Eagly, A.H.; Chaiken, S. The Psychology of Attitudes; Harcourt Brace Jovanovich College Publishers: Orlando, FL, USA, 1993; Volume 22, 794p. [Google Scholar]
- Chou, C.; Yu S chi Chen C hsiu Wu, H.C. Tool, Toy, Telephone, Territory, or Treasure of Information: Elementary school students’ attitudes toward the Internet. Comput. Educ. 2009, 53, 308–316. [Google Scholar] [CrossRef]
- Tsai, C.C. Adolescents’ Perceptions Toward the Internet: A 4-T Framework. CyberPsychol. Behav. 2004, 7, 458–463. [Google Scholar] [CrossRef]
- Koverola, M.; Kunnari, A.; Sundvall, J.; Laakasuo, M. General Attitudes Towards Robots Scale (GAToRS): A New Instrument for Social Surveys. Int. J. Soc. Robot. 2022, 14, 1559–1581. [Google Scholar] [CrossRef]
- Schepman, A.; Rodway, P. Initial validation of the general attitudes towards Artificial Intelligence Scale. Comput. Hum. Behav. Rep. 2020, 1, 100014. [Google Scholar] [CrossRef]
- Yilmaz, H.; Maxutov, S.; Baitekov, A.; Balta, N. Student Attitudes towards Chat GPT: A Technology Acceptance Model Survey. Int. Educ. Rev. 2023, 1, 57–83. [Google Scholar] [CrossRef]
- Saif, N.; Khan, S.U.; Shaheen, I.; Alotaibi, F.A.; Alnfiai, M.M.; Arif, M. Chat-GPT; validating Technology Acceptance Model (TAM) in education sector via ubiquitous learning mechanism. Comput. Hum. Behav. 2024, 154, 108097. [Google Scholar] [CrossRef]
- Tan, P.; Juinn, B. A Study on the Use of Chatgpt in English Writing Classes for Taiwanese College Students Using Tam Technology Acceptance Model; SSRN: Amsterdam, The Netherlands, 2024; p. 4811515. [Google Scholar]
- Jang, Y.; Choi, S.; Kim, H. Development and validation of an instrument to measure undergraduate students’ attitudes toward the ethics of artificial intelligence (AT-EAI) and analysis of its difference by gender and experience of AI education. Educ. Inf. Technol. 2022, 27, 11635–11667. [Google Scholar] [CrossRef]
- Grassini, S. Development and validation of the AI attitude scale (AIAS-4): A brief measure of general attitude toward artificial intelligence. Front. Psychol. 2023, 14. [Google Scholar] [CrossRef] [PubMed]
- Chou, H.L.; Chou, C.; Chen, C.H. The moderating effects of parenting styles on the relation between the internet attitudes and internet behaviors of high-school students in Taiwan. Comput. Educ. 2016, 94, 204–214. [Google Scholar] [CrossRef]
- Taylor, R. The Computer in the School: Tutor, Tool, Tutee; Paper $14; Teachers College Press: New York, NJ, USA, 1980. [Google Scholar]
- Chou, C.; Chen, C.H.; Wu, H.C. Tool, toy, telephone, or information: Children’ perceptions of the Internet. In Proceedings of the Conference Presentation, 114th American Psychology Association (APA) Annual Convention, San Francisco, CA, USA, 17–20 August 2007. [Google Scholar]
- Chou, C.; Wu, H.C.; Chen, C.H. Re-visiting college students’ attitudes toward the Internet-based on a 6-T model: Gender and grade level difference. Comput. Educ. 2011, 56, 939–947. [Google Scholar] [CrossRef]
- Sindermann, C.; Sha, P.; Zhou, M.; Wernicke, J.; Schmitt, H.S.; Li, M.; Sariyska, R.; Stavrou, M.; Becker, B.; Montag, C. Assessing the Attitude Towards Artificial Intelligence: Introduction of a Short Measure in German, Chinese, and English Language. Künstl Intell. 2021, 35, 109–118. [Google Scholar] [CrossRef]
- Li, H. Rethinking human excellence in the AI age: The relationship between intellectual humility and attitudes toward ChatGPT. Personal. Individ. Differ. 2023, 215, 112401. [Google Scholar] [CrossRef]
- Iqbal, N.; Ahmed, H.; Azhar, K. Exploring Teachers’ Attitudes towards Using Chat GPT. Glob. J. Manag. Admin. Sci. 2023, 3, 97–111. [Google Scholar]
- Kumar, V.; Rajan, B.; Venkatesan, R.; Lecinski, J. Understanding the Role of Artificial Intelligence in Personalized Engagement Marketing. Calif. Manag. Rev. 2019, 61, 135–155. [Google Scholar] [CrossRef]
- Brandtzaeg, P.B.; Følstad, A. Chatbots: Changing user needs and motivations. Interactions 2018, 25, 38–43. [Google Scholar] [CrossRef]
- Abramson, A. How to Use ChatGPT as a Learning Tool. 2023. Available online: https://www.apa.org/monitor/2023/06/chatgpt-learning-tool (accessed on 16 May 2024).
- Pappas, M.; Drigas, A. Incorporation of Artificial Intelligence Tutoring Techniques in Mathematics. Int. J. Eng. Pedagog. 2016, 6, 12–16. [Google Scholar] [CrossRef]
- Deveci Topal, A.; Dilek Eren, C.; Kolburan Geçer, A. Chatbot application in a 5th grade science course. Educ. Inf. Technol. 2021, 26, 6241–6265. [Google Scholar] [CrossRef] [PubMed]
- Sison, A.J.G.; Daza, M.T.; Gozalo-Brizuela, R.; Garrido-Merchán, E.C. ChatGPT: More Than a “Weapon of Mass Deception” Ethical Challenges and Responses from the Human-Centered Artificial Intelligence (HCAI) Perspective. Int. J. Hum. Comput. Interact. 2023, 1–20. [Google Scholar] [CrossRef]
- Rotman, D. MIT Technology Review. How Technology Is Destroying Jobs. 2013. Available online: https://www.technologyreview.com/2013/06/12/178008/how-technology-is-destroying-jobs/ (accessed on 19 December 2023).
- Huang, M.H.; Rust, R.T. Artificial Intelligence in Service. J. Serv. Res. 2018, 21, 155–172. [Google Scholar] [CrossRef]
- Wang, W.; Siau, K. Artificial Intelligence, Machine Learning, Automation, Robotics, Future of Work and Future of Humanity: A Review and Research Agenda. J. Database Manag. 2019, 30, 61–79. [Google Scholar] [CrossRef]
- Fast, E.; Horvitz, E. Long-term trends in the public perception of artificial intelligence. In Proceedings of the Thirty-First AAAI Conference on Artificial Intelligence, San Francisco, CA, USA, 4–9 February 2017; Volume 31. Available online: https://ojs.aaai.org/index.php/AAAI/article/view/10635 (accessed on 25 June 2024).
- Keskinbora, K.H. Medical ethics considerations on artificial intelligence. J. Clin. Neurosci. 2019, 64, 277–282. [Google Scholar] [CrossRef]
- Yu, S.; Zhao, L. Emojifying chatbot interactions: An exploration of emoji utilization in human-chatbot communications. Telemat. Inf. 2024, 86, 102071. [Google Scholar] [CrossRef]
- Laestadius, L.; Bishop, A.; Gonzalez, M.; Illenčík, D.; Campos-Castillo, C. Too human and not human enough: A grounded theory analysis of mental health harms from emotional dependence on the social chatbot Replika. New Media Soc. 2022, 22, 14614448221142007. [Google Scholar] [CrossRef]
- Brandtzaeg, P.; Skjuve, M.; Dysthe, K.; Følstad, A. When the social becomes non-human: Young people’s perception of social support in chatbots social support in chatbots. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, Yokohama, Japan, 8–13 May 2021. [Google Scholar]
- Himeur, Y.; Ghanem, K.; Alsalemi, A.; Bensaali, F.; Amira, A. Artificial intelligence based anomaly detection of energy consumption in buildings: A review, current trends and new perspectives. Appl. Energy 2021, 287, 116601. [Google Scholar] [CrossRef]
- dos Santos, D.P.; Giese, D.; Brodehl, S.; Chon, S.H.; Staab, W.; Kleinert, R.; Maintz, D.; Baeßler, B. Medical students’ attitude towards artificial intelligence: A multicentre survey. Eur. Radiol. 2019, 29, 1640–1646. [Google Scholar] [CrossRef]
- Lee, K.H.; Yen, C.L.A. Implicit and Explicit Attitudes Toward Service Robots in the Hospitality Industry: Gender Differences. Cornell Hosp. Q. 2023, 64, 212–225. [Google Scholar] [CrossRef]
- Gibert, K.; Valls, A. Building a Territorial Working Group to Reduce Gender Gap in the Field of Artificial Intelligence. Appl. Sci. 2022, 12, 3129. [Google Scholar] [CrossRef]
- Horowitz, M.C.; Kahn, L. What influences attitudes about artificial intelligence adoption: Evidence from Evidence from U.S. local officials. PLoS ONE 2021, 16, e0257732. [Google Scholar]
- Yu, S.C. The More COVID-19 Information We Shared; the More Anxious We Got? The Associations Among Social Media Use, Anxiety, and Coping Strategies: Cyberpsychology, Behavior, and Social Networking. 2022. Available online: https://www.liebertpub.com/doi/10.1089/cyber.2022.0010 (accessed on 25 June 2024).
- Gerbing, D.W.; Hamilton, J.G. Viability of exploratory factor analysis as a precursor to confirmatory factor analysis. Struct. Equ. Model. Multidiscip. J. 1996, 3, 62–72. [Google Scholar] [CrossRef]
- Knekta, E.; Runyon, C.; Eddy, S. One Size Doesn’t Fit All: Using Factor Analysis to Gather Validity Evidence When Using Surveys in Your Research. Life Sci. Educ. 2019, 18, rm1. [Google Scholar] [CrossRef] [PubMed]
- Yu, S.C.; Chen, H.R.; Liu, A.C.; Lee, H.Y. Toward COVID-19 Information: Infodemic or Fear of Missing Out? Healthcare 2020, 8, 550. [Google Scholar] [CrossRef] [PubMed] [PubMed Central]
Factor Loading | |||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
Factor 1: Tool | |||||
I use ChatGPT to search for current news or the latest trends. | 0.742 | 0.133 | 0.187 | 0.186 | 0.147 |
I use ChatGPT to plan travel itineraries or recommend food. | 0.734 | 0.177 | 0.159 | 0.188 | 0.072 |
I use ChatGPT to understand current trends. | 0.729 | 0.241 | 0.154 | 0.218 | 0.104 |
I use ChatGPT to provide information on various topics, such as the news and weather. | 0.705 | 0.176 | 0.111 | 0.202 | 0.075 |
Factor 2: Tutor | |||||
I use ChatGPT to learn skills like writing, programming, sales, etc. | 0.069 | 0.781 | 0.032 | 0.160 | 0.177 |
I use ChatGPT to learn subject knowledge, such as history, mathematics, computer science, etc. | 0.146 | 0.730 | 0.086 | 0.170 | 0.173 |
I use ChatGPT to learn foreign languages. | 0.367 | 0.675 | 0.104 | 0.129 | −0.028 |
I use ChatGPT to handle work or academic problems. | 0.006 | 0.636 | −0.009 | −0.030 | 0.460 |
I use ChatGPT for language translation. | 0.290 | 0.620 | 0.067 | −0.060 | 0.145 |
Factor 3: Threat | |||||
With the rapid advancement of AI technologies like ChatGPT, everyone should exercise caution. | 0.046 | −0.010 | 0.735 | 0.029 | 0.227 |
I’m concerned that ChatGPT might leak my conversation records. | 0.248 | 0.031 | 0.673 | 0.129 | −0.035 |
I’m afraid that ChatGPT will replace my job. | 0.039 | 0.189 | 0.656 | 0.104 | 0.039 |
Due to ChatGPT, the problem of plagiarism in student assignments or papers may become more serious. | 0.153 | 0.021 | 0.597 | −0.119 | 0.252 |
ChatGPT is unreliable. | −0.001 | 0.011 | 0.596 | 0.088 | −0.187 |
I worry that ChatGPT will decrease my interpersonal interactions. | 0.374 | 0.038 | 0.596 | 0.255 | −0.116 |
Factor 4: Talk | |||||
I ask ChatGPT about emotional or interpersonal issues. | 0.199 | 0.114 | 0.142 | 0.866 | 0.050 |
I discuss personal growth-related questions with ChatGPT. | 0.209 | 0.133 | 0.116 | 0.838 | 0.115 |
I chat with ChatGPT to pass the time or alleviate loneliness. | 0.343 | 0.061 | 0.085 | 0.749 | 0.022 |
Factor 5: Trend | |||||
I believe using ChatGPT is the future. | 0.030 | 0.170 | 0.087 | 0.015 | 0.838 |
I think ChatGPT is a powerful force driving change in various industries. | 0.113 | 0.242 | 0.117 | 0.066 | 0.807 |
I find ChatGPT to be interesting and enjoyable. | 0.323 | 0.224 | −0.150 | 0.209 | 0.565 |
Measure | Men | Women | t-Value | ||
---|---|---|---|---|---|
M | SD | M | SD | ||
Attitude | 50.78 | 10.16 | 48.04 | 11.14 | 2.69 ** |
Tool | 8.59 | 3.16 | 7.85 | 3.32 | 2.42 * |
Threat | 13.19 | 3.86 | 13.19 | 3.77 | 0.00 |
Tutor | 13.60 | 3.58 | 12.26 | 4.01 | 3.66 *** |
Talk | 5.49 | 2.49 | 5.41 | 2.75 | 0.33 |
Trend | 9.92 | 1.64 | 9.34 | 2.07 | 3.44 ** |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Yu, S.-C.; Huang, Y.-M.; Wu, T.-T. Tool, Threat, Tutor, Talk, and Trend: College Students’ Attitudes toward ChatGPT. Behav. Sci. 2024, 14, 755. https://doi.org/10.3390/bs14090755
Yu S-C, Huang Y-M, Wu T-T. Tool, Threat, Tutor, Talk, and Trend: College Students’ Attitudes toward ChatGPT. Behavioral Sciences. 2024; 14(9):755. https://doi.org/10.3390/bs14090755
Chicago/Turabian StyleYu, Sen-Chi, Yueh-Min Huang, and Ting-Ting Wu. 2024. "Tool, Threat, Tutor, Talk, and Trend: College Students’ Attitudes toward ChatGPT" Behavioral Sciences 14, no. 9: 755. https://doi.org/10.3390/bs14090755