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From Novice to Navigator: Students' Academic Help-Seeking Behaviour, Readiness, and Perceived Usefulness of ChatGPT in Learning

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Title: From Novice to Navigator: Students' Academic Help-Seeking Behaviour, Readiness, and Perceived Usefulness of ChatGPT in Learning
Language: English
Authors: Donnie Adams (ORCID 0000-0001-7777-5187), Kee-Man Chuah, Edward Devadason, Muhammad Shamshinor Abdul Azzis
Source: Education and Information Technologies. 2024 29(11):13617-13634.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Student Behavior, Help Seeking, Learning Readiness, Usability, Technology Uses in Education, Educational Technology, Artificial Intelligence, Intention, Student Attitudes, Assignments, Independent Study
Geographic Terms: Malaysia
DOI: 10.1007/s10639-023-12427-8
ISSN: 1360-2357
1573-7608
Abstract: The emergence of chatbots and language models, such as ChatGPT has the potential to aid university students' learning experiences. However, despite its potential, ChatGPT is relatively new. There are limited studies that have investigated its usage readiness, and perceived usefulness among students for academic purposes. This study investigated university students' academic help-seeking behaviour, with a particular focus on their readiness, and perceived usefulness in using ChatGPT for academic purposes. The study employed a sequential explanatory mixed-method research design. Data were gathered from a total of 373 students from a public university in Malaysia. SPSS software version 27 was used to determine the reliability of the research instrument, and descriptive statistics was used to assess the students' readiness, and perceived usefulness of ChatGPT for academic purposes. Responses in the open-ended questions were analysed using a four-step approach with ATLAS.ti 22. Research data from both the quantitative and qualitative methods were integrated. Findings indicated that students have the proficiency, willingness, and the requisite technological infrastructure to use ChatGPT, with a large majority attesting to its ability to augment their learning experience. The findings also showed students' positive perception of ChatGPT's usefulness in facilitating task and assignment completions, and its resourcefulness in locating learning materials. The results of this study provide practical implications for university policies, and instructor adoption practices on the utilisation of ChatGPT, and other AI technologies, in academic settings.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437833
Database: ERIC
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  Data: From Novice to Navigator: Students' Academic Help-Seeking Behaviour, Readiness, and Perceived Usefulness of ChatGPT in Learning
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  Data: <searchLink fieldCode="AR" term="%22Donnie+Adams%22">Donnie Adams</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7777-5187">0000-0001-7777-5187</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kee-Man+Chuah%22">Kee-Man Chuah</searchLink><br /><searchLink fieldCode="AR" term="%22Edward+Devadason%22">Edward Devadason</searchLink><br /><searchLink fieldCode="AR" term="%22Muhammad+Shamshinor+Abdul+Azzis%22">Muhammad Shamshinor Abdul Azzis</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Readiness%22">Learning Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Assignments%22">Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink>
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  Data: 10.1007/s10639-023-12427-8
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  Data: The emergence of chatbots and language models, such as ChatGPT has the potential to aid university students' learning experiences. However, despite its potential, ChatGPT is relatively new. There are limited studies that have investigated its usage readiness, and perceived usefulness among students for academic purposes. This study investigated university students' academic help-seeking behaviour, with a particular focus on their readiness, and perceived usefulness in using ChatGPT for academic purposes. The study employed a sequential explanatory mixed-method research design. Data were gathered from a total of 373 students from a public university in Malaysia. SPSS software version 27 was used to determine the reliability of the research instrument, and descriptive statistics was used to assess the students' readiness, and perceived usefulness of ChatGPT for academic purposes. Responses in the open-ended questions were analysed using a four-step approach with ATLAS.ti 22. Research data from both the quantitative and qualitative methods were integrated. Findings indicated that students have the proficiency, willingness, and the requisite technological infrastructure to use ChatGPT, with a large majority attesting to its ability to augment their learning experience. The findings also showed students' positive perception of ChatGPT's usefulness in facilitating task and assignment completions, and its resourcefulness in locating learning materials. The results of this study provide practical implications for university policies, and instructor adoption practices on the utilisation of ChatGPT, and other AI technologies, in academic settings.
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      – SubjectFull: College Students
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      – SubjectFull: Student Behavior
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      – SubjectFull: Learning Readiness
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