Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students

Abstract

While the discussion on generative artificial intelligence, such as ChatGPT, is making waves in academia and the popular press, there is a need for more insight into the use of ChatGPT among students and the potential harmful or beneficial consequences associated with its usage. Using samples from two studies, the current research examined the causes and consequences of ChatGPT usage among university students. Study 1 developed and validated an eight-item scale to measure ChatGPT usage by conducting a survey among university students (N = 165). Study 2 used a three-wave time-lagged design to collect data from university students (N = 494) to further validate the scale and test the study’s hypotheses. Study 2 also examined the effects of academic workload, academic time pressure, sensitivity to rewards, and sensitivity to quality on ChatGPT usage. Study 2 further examined the effects of ChatGPT usage on students’ levels of procrastination, memory loss, and academic performance. Study 1 provided evidence for the validity and reliability of the ChatGPT usage scale. Furthermore, study 2 revealed that when students faced higher academic workload and time pressure, they were more likely to use ChatGPT. In contrast, students who were sensitive to rewards were less likely to use ChatGPT. Not surprisingly, use of ChatGPT was likely to develop tendencies for procrastination and memory loss and dampen the students’ academic performance. Finally, academic workload, time pressure, and sensitivity to rewards had indirect effects on students’ outcomes through ChatGPT usage.

Rubric Development and Validation for Assessing Tasks' Solving via AI Chatbots

“…Additionally, the validation process of the rubric revealed its robustness in assessing the intended competencies, reinforcing the importance of a balanced approach to AI integration in educational contexts. Abbas, Jam, and Khan (2024) noted that this balance is crucial to harness AI's innovative capabilities while mitigating potential negative impacts on student learning behaviors and outcomes. ©The Authors This result ties well with previous studies wherein the current study's findings resonate with and diverge from the literature in several key areas.…”

“…Based on studies by Almasre (2024), Cope, Kalantzis, and Searsmith (2021), Abbas, Jam, and Khan (2024), and others, the framework suggests a balanced use of AI in education. It suggests that AI's shoud be used for innovations while avoiding any negative effects on student engagement and performance.…”

Los problemas tecno-éticos en la inteligencia artificial generativa

“…Aunque Buchan et al (2024) se quedan en un nivel general, este aspecto ético del plagio es particularmente relevante cuando lo aplicamos a las IAG, pues una práctica común por parte de los alumnos consiste en solicitar a las IAG que les elaboren productos que luego entregarán en la escuela como si fueran hechos por ellos mismos (Abbas, Jam, y Khan, 2024). Esta situación tiene una particularidad, pues técnicamente no se está afectando la propiedad intelectual ni se está plagiando a nadie, pero es cuestionable cuando el alumno lo entrega como si fuera de su autoría.…”

A Social Perspective on AI in the Higher Education System: A Semisystematic Literature Review

“…ChatGPT, as a common example, possesses the ability to comprehend and produce human-like responses [16]. It has demonstrated impressive capabilities in understanding and responding to complex queries across multiple languages, offering transformative potential for students [23,[67][68][69]. In addition, it facilitated personalized learning by providing students with instant feedback, and help, and enhancing traditional learning techniques.…”

“…Despite the significant potential benefits of AI for students, concerns remain regarding the absence of universal ethical guidelines for its usage [10,19,24,38,69]. For instance, student privacy and data security are legitimate concerns in the educational context of AI [23,38,64,68,70]. Some view AIED as a tool for improving student performance, while others worry about its potential to disrupt traditional learning methods and compromise academic integrity.…”