Jul 2026· 2026 International Conference on Intelligent and Sustainable AI Systems (ICOSAAS)· pp. 1432-1437· 0 citations· 21 references
Abstract
This study investigates the impact of ChatGPT-assisted learning on students’ academic performance and learning experience at MAN 2 Makassar. A mixed-methods approach was applied by combining pre-test and post-test assessments, questionnaires, and semi-structured interviews. Four subjects were evaluated: Indonesian Language, Physics, Economics, and Mathematics. Quantitative data were analyzed using a paired sample t-test, supported by assumption testing and effect size analysis, while qualitative data were used to examine students’ learning behavior and ethical concerns. The results showed significant improvements in all subjects after ChatGPT-assisted learning, with p-values below 0.05. The findings indicate that ChatGPT can support conceptual understanding, answer formulation, and student engagement when used under teacher guidance. However, risks of overreliance and academic dishonesty were also identified. Therefore, ChatGPT should be integrated as a complementary learning tool supported by clear academic guidelines, digital literacy, and teacher supervision.
This research examined how ChatGPT affects the academic performance of TESOL students at Kabul Education University. It explored whether ChatGPT helps students to improve their English skills and academic work or if it creates challenges in their learning process. The goal of this study was to recognize how ChatGPT influences students’ performance, engagement, and motivation in their studies. The findings will help educators and students better understand the role of ChatGPT in education and how it can support or reshape traditional learning methods. This study employed a quantitative approach, gathering data through a Likert-scale closed questionnaire. Twenty male students from the master degree of TESOL program at Kabul Education University were randomly selected to participate. The findings reveal an overall positive perception of ChatGPT’s use in academic contexts, highlighting advantages such as improve efficiency, comprehension, and confidence. However, participants also expressed concerns about the potential for over-reliance on the tool, as well as the risks of academic dishonesty and plagiarism linked to its usage.
Khan Rasol Afghan, Noorullah Ahmadzai, Abdullah Zafarmal· International journal of soc...· 0 citations
This study aims to examine the factors influencing university students' level of ChatGPT use and the impact of this use on their using ChatGPT. With the increasing integration of artificial intelligence-based tools in higher education, understanding students' perceptions and experiences with such technologies is critical for restructuring teaching and learning processes. The study was designed using an explanatory correlational model, a quantitative research design, and employed validated and reliable scales as data collection tools. Data were collected from 835 university students across Türkiye and analyzed using structural equation modeling. The findings revealed that interactive learning, interaction quality, information quality, collaborative learning, perceived ease of use, and perceived usefulness all had a significant and positive effect on students’ ChatGPT usage. Furthermore, the level of ChatGPT use was found to have a meaningful impact on students’ learning satisfaction. These results suggest that ChatGPT is not only a tool that facilitates access to information but also acts as a supportive learning partner in fostering interactive and student-centered learning environments. The study concludes that effective integration of AI-based systems in higher education can enhance students' academic motivation and learning satisfaction. Accordingly, it is recommended that universities structure their digital transformation strategies with pedagogical considerations and guide their implementation based on principles of ethical use.
Unknown authors· Osmaniye Korkut Ata Üniversi...· 0 citations
This study assesses the extent of ChatGPT use among German-language students at Nangarhar University and its effectiveness. Artificial intelligence (AI) has significantly influenced contemporary language education, and students in this study reported that ChatGPT serves as an effective source of instant feedback, personalized practice, and perceived support for language skill development. Given the limitations of the Afghan educational environment, such as a shortage of teachers, limited opportunities for language practice, and a lack of resources, ChatGPT offers an alternative, accessible learning format for students. The study used a descriptive-analytic quantitative approach with 90 students and a Google Forms questionnaire to assess familiarity, frequency of use, educational benefits, data validity, and the tool's impact on language skills. According to the results, the majority of students had a positive experience with ChatGPT, especially in improving writing and reading skills. Although some students experienced misinformation, the overall reliability of the information was considered acceptable. Students also expressed a high level of interest in AI becoming part of the formal curriculum and in organizing training workshops. The study concludes that ChatGPT is a powerful tool for language learning, but university policies, faculty training, and increased AI literacy are necessary for its effective and responsible use. Future research could focus on evaluating other languages, other faculties, and long-term educational impacts to further clarify the role of AI in Afghanistan.
Said Ikram Nael, Irfan Akhtar· International Journal of Tra...· 0 citations
It is concluded that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly, and offers valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
H. Ibrahim, Dr. Rudresh Pandey, Nureen Waheda binti Mohd Nazdir et al.· Asian Pacific Journal of Man...· 0 citations
This study aims to examine the cognitive orientations of prompts generated by 10th-grade students in their written interactions with ChatGPT while learning the topic of functions, as well as the explanatory strategies employed in ChatGPT’s responses. The research focuses on describing interaction patterns and the emerging learning needs. Conducted within a qualitative approach using an exploratory case study design, the study involved eight students (5 female, 3 male) enrolled in a private science high school located in the southern region of Türkiye. The primary data source consisted of student–ChatGPT prompt–response transcripts recorded during the implementation process; a worksheet on functions was used to structure the learning context. The data were analyzed through content analysis using open coding, and the prompts were classified under five categories. The findings indicated that the prompts were predominantly Definition-Oriented (41.2%) and Representation-Oriented (27.5%), while ChatGPT’s responses were distributed as Exemplifying (35.3%), Visualizing (33.1%), and Preventive (31.6%). The results revealed that ChatGPT has the potential to support conceptual clarification and representational enrichment; however, learning outcomes were found to be associated with the quality of students’ questioning as well as their verification and self-regulation behaviors. Based on these findings, several recommendations were presented regarding the effective use of generative artificial intelligence tools in mathematics education, particularly emphasizing pedagogically structured usage scenarios and guidance strategies.
Mehmet Gülburnu, Betül Oğuz· Mersin Üniversitesi Eğitim F...· 0 citations
Examination of university students’ motivation for using ChatGPT in learning indicates that students perceive ChatGPT as a useful learning tool that supports assignment completion, enhances learning efficiency, and contributes positively to academic performance.
Chai-Chuen Lee, Ai-Min Teo, Sek-Yui Lee et al.· International journal of res...· 0 citations
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