Investigating the perceptions of high school and technical school students and teachers about the use of ChatGPT in their school activities

• Teresinha Letícia da Silva Federal University of Rio Grande do Sul http://orcid.org/0000-0001-5725-5838
• Kajiana Nuernberg Sartor Vidotto Federal University of Rio Grande do Sul https://orcid.org/0000-0003-3211-1381
• Liane Margarida Rockenbach Tarouco Federal University of Rio Grande do Sul https://orcid.org/0000-0002-5669-588X

DOI: https://doi.org/10.5753/sbie.2024.242584

Abstract

Artificial Intelligence (AI) is an increasingly relevant area in various sectors, including education, offering benefits that can transform teaching and learning. One of the most widely used AI tools is ChatGPT, which has aroused significant interest. Before adopting ChatGPT in school activities, it is important to understand how students and teachers perceive and use this technology. This article investigates the use and perception of high school and technical school students and teachers at a school in southern Brazil about ChatGPT in school activities. Through the collection and analysis of empirical data, we seek to understand the integration of this technology in the educational environment, promoting improving the quality of learning and preparing students for the challenges of today's world.

Keywords: Generative Artificial Intelligence, ChatGPT, High school and technical education

References

Adamopoulou, E. and Moussiades, L. (2020) “An Overview of Chatbot Technology”. In: Maglogiannis, I., Iliadis, L., Pimenidis, E. (eds) Artificial Intelligence Applications and Innovations. AIAI 2020. IFIP Advances in Information and Communication Technology, vol 584. Springer, Cham. DOI: 10.1007/978-3-030-49186-4_31

Alam, A. (2021) “Possibilities and Apprehensions in the Landscape of Artificial Intelligence in Education”. International Conference on Computational Intelligence and Computing Applications (ICCICA), Nagpur, India, 2021, pp. 1-8, DOI: 10.1109/ICCICA52458.2021.9697272.

Alexander, B., Ashford-Rowe, K., Barajas-Murph, N., Dobbin, G., Knott, J., McCormack, M., Pomerantz, J., Seilhamer, R. and Weber, N. (2019). Horizon Report 2019 Higher Education Edition. EDU19.

Alneyadi, S., and Wardat, Y. (2023) “ChatGPT: Revolutionizing student achievement in the electronic magnetism unit for eleventh-grade students in Emirates schools”. Contemporary Educational Technology, 15(4), ep448. DOI: 10.30935/cedtech/13417.

Bengesi, S. et al. (2024) “Advancements in Generative AI: A Comprehensive Review of GANs, GPT, Autoencoders, Diffusion Model, and Transformers”. IEEE Access, [s. l.], v. 12, p. 69812–69837, DOI: 10.1109/ACCESS.2024.3397775.

Bekiaridis, G. (2024) “Supplement to the DigCompEDU Framework: outlining the skills and competences of educators related to AI in education”. AI Pioneers. [link]

Chaudhry, M. A. and Kazim, E. (2022). “Artificial Intelligence in Education (AIEd): a high-level academic and industry note 2021”. AI and Ethics, v. 2, n. 1, p. 157–165. DOI: 10.1007/s43681-021-00074-z.

Chen, X., Zou, D., Xie, H., Cheng, G., and Liu, C. (2022) “Two decades of artificial intelligence in education”. Educational Technology & Society, 25(1), 28-47.

Deng, J., and Lin, Y. (2023). “The Benefits and Challenges of ChatGPT: An Overview”. Frontiers in Computing and Intelligent Systems, 2(2), 81-83. DOI: 10.54097/fcis.v2i2.4465

Forman, N., Udvaros, J. and Avornicului, M. S. (2023) “ChatGPT: A new study tool shaping the future for high school students”. International Journal of Advanced Natural Sciences and Engineering Researches, v. 7, n. 4, p. 95–102.

Floridi, L. and Chiriatti, M. (2020) “GPT-3: Its Nature, Scope, Limits, and Consequences”. Minds & Machines 30, 681–694. DOI: 10.1007/s11023-020-09548-1.

Kasneci, E., Sessler, K., Küchemann, S., et al. (2023). “ChatGPT for good? On opportunities and challenges of large language models for education”. Learning and Individual Differences, v. 103, p. 102274. DOI: 10.1016/j.lindif.2023.102274.

Lamattina, Alexandre de Araújo. (2023) Educação 4.0: transformando o ensino na era digital. Formiga, MG: Editora Union.

Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., and Hui, P. (2023) “Exploring User Perspectives on ChatGPT: Applications, Perceptions, and Implications for AI-Integrated Education”, DOI: 10.48550/ARXIV.2305.13114.

OpenAI Team. (2022) ChatGPT. OpenAI. [link].

Russell, Stuart J. and Norvig, Peter. (2013) “Inteligência artificial”, Rio de Janeiro: Elsevier, 988 p. ISBN 9788535237016.

Silvestre, A., Amaral, E., Holanda, M., and Canedo, E. (2023) “Students’ perception about ChatGPT’s impact on their Academic Education”. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, (pp. 1260-1270). Porto Alegre: SBC. DOI: 10.5753/sbie.2023.234602.

Susnjak, T. (2022) “ChatGPT: The End of Online Exam Integrity?” DOI: 10.48550/arXiv.2212.09292.

Taecharungroj, Viriya (2023) “What Can ChatGPT Do?” Analyzing Early Reactions to the Innovative AI Chatbot on Twitter

Van Dis, E. A., Bollen, J., Zuidema, W., van Rooij, R., and Bockting, C. L. (2023) “ChatGPT: five priorities for research”. Nature, 614(7947):224–226.

Vicari, R., Brackmann, C., Mizusaki, L., Lopes, D., Barone, D., and Castro, H. (2022) “Referencial Curricular: Inteligência Artificial no Ensino Médio”. ISBN 978-65-00-58427-1, DOI: 10.13140/10.13140/RG.2.2.23179.98089, [link].