Abstract:
This research explains the perceptions of university students regarding
the use of ChatGPT in their learning and research. The research is based on evi
dence provided in articles that were considered in a systematic literature review
using the PRISMA model. The motivation for this study was informed by a real
ization that there are limited studies that provide a comprehensive understanding
of students’ perceptions regarding the use of ChatGPT in learning and research.
Many existing studies either focus on educators’ perceptions or isolated cases of
empirical studies. It is therefore not clear what factors influence students’adoption
of ChatGPT. This gap was addressed by this study by conducting a systematic lit
erature reviewtoidentifyfactorsinfluencingtheadoptionofChatGPT,thepositive
impact of ChatGPT on students’ education and the concerns raised by students
regarding the integration of ChatGPT into academic practice. The research focus
was on articles that discuss the students’ perceptions of ChatGPT, all of which
were drawn from Google Scholar. In total 32 articles were considered for analysis
for this study and in this paper, we present five constructs that influence the adop
tion of ChatGPT in academic activities. Even though the students’ perceptions of
ChatGPT are widely varied, the findings of this research show that students con
cur that ChatGPT has a positive influence on their learning. The students further
highlighted concerns relating to their use of ChatGPT in learning, which could
be improved if the tool’s educational effectiveness is to be realized. The contri
bution of this study is three-fold. First, the findings of this research explain the
perceptions of students about using ChatGPT in academic practice. Second, the
results of this study inform the university management and policymakers about how to effectively integrate ChatGPT into the education system. Third, the study
suggests, recommends, and guides educators who wish to incorporate this new,
powerful tool (ChatGPT) into their teaching.
