Exploring the Impact of ChatGPT on Students’ Engagement and Motivation
A Demographic Perspective
DOI:
https://doi.org/10.5281/zenodo.15251807Abstract
Abstract Views: 770
AI-powered education is becoming increasingly prevalent in the global educational system. ChatGPT, an AI tool, significantly improves the dynamics of schooling by accelerating students' academic achievement to new heights using their various demographic information while engaging learners' thinking attributes. Thus, the study sought to explore the impact of ChatGPT on students' academic engagement and motivation using student demographics as a lens. The study used a quantitative research technique. The descriptive survey included all undergraduate students from public and private universities in Karachi. The researcher applied purposive and snowball sampling techniques to choose a sample of 400 undergraduate students. The study collected data using a questionnaire and analyzed it using SPSS. The findings indicated that male and female undergraduate students enrolled in any semester of any degree program at any department of Karachi's public and private-sector universities had the same level of academic engagement and motivation while utilizing ChatGPT in online learning settings. Therefore, the study offered useful information for policymakers, educators, and practitioners to develop more successful ways for incorporating current AI techniques into Karachi's higher education system.
Keywords:
ChatGPT, Demographic factors, Students’ academic engagement, Students’ motivationReferences
Ahmad, S. F., Alam, M. M., Rahmat, M. K., Mubarik, M. S., & Hyder, S. I. (2022). Academic and administrative role of artificial intelligence in education. Sustainability, 14(3), 1101. https://doi.org/10.3390/su14031101
Alam, F., Iqbal, K., & Iqbal, M. (2021). Comparative analysis of public and private school sectors: A case study of Karachi-Pakistan. Pakistan Journal of Educational Research, 4(2), 174–198. https://doi.org/10.52337/pjer.v4i2.421
Alseddiqi, M., Anwar, A. M., Albalooshi, L., & Najam, O. (2023). Revolutionizing online learning: The potential of ChatGPT in massive open online courses. European Journal of Education and Pedagogy, 4(4), 1-5. https://doi.org/10.24018/ejedu.2023.4.4.686
Azadnia, M. (2024). ChatGPT-assisted language learning and teaching: A Scoping review of research on ChatGPT Use in L2 pedagogy and education. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 43(2), 49-85. https://doi.org/10.22099/tesl.2024.49169.3250
Bagunaid, W., Chilamkurti, N., & Veeraraghavan, P. (2022). Aisar: Artificial intelligence-based student assessment and recommendation system for e-learning in big data. Sustainability, 14(17), 10551. https://doi.org/10.3390/su141710551
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
Caratiquit, K. D., & Caratiquit, L. J. C. (2023). ChatGPT as an academic support tool on the academic performance among students: The mediating role of learning motivation. Journal of Social, Humanity, and Education, 4(1), 21-33. https://doi.org/10.35912/jshe.v4i1.1558
Das, S. R., & Madhusudan, J. V. (2024). Perceptions of higher education students towards ChatGPT Usage. International Journal of Technology in Education, 7(1), 86-106. https://doi.org/10.46328/ijte.583
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Elshaer, I. A., Hasanein, A. M., & Sobaih, A. E. E. (2024). The moderating effects of gender and study discipline in the relationship between university students’ acceptance and use of ChatGPT. European Journal of Investigation in Health, Psychology and Education, 14(7), 1981-1995. https://doi.org/10.3390/ejihpe14070132
Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57-63. https://doi.org/10.37074/jalt.2023.6.1.22
Fitria, T. N. (2023, March). Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay. In ELT Forum: Journal of English Language Teaching (Vol. 12, No. 1, pp. 44-58). https://doi.org/10.15294/elt.v12i1.64069
Keengwe, J., & Kidd, T. T. (2010). Towards best practices in online learning and teaching in higher education. MERLOT Journal of Online Learning and Teaching, 6(2), 533-541.
Kuraku, S., Samaah, F., Kalla, D., & Smith, N. (2023). Study and analysis of Chat GPT and its impact on different fields of study. International journal of Innovative Science and Research, 8(3), 827-833.
Leiter, C., Zhang, R., Chen, Y., Belouadi, J., Larionov, D., Fresen, V., & Eger, S. (2024). Chatgpt: A meta-analysis after 2.5 months. Machine Learning with Applications, 16, 100541. https://doi.org/10.1016/j.mlwa.2024.100541
Lo, K. W., Ngai, G., Chan, S. C., & Kwan, K. P. (2022). How students’ motivation and learning experience affect their service-learning outcomes: A structural equation modeling analysis. Frontiers in Psychology, 13, 825902. https://doi.org/10.3389/fpsyg.2022.825902
Mohamed Mohamed Bayoumy, H., & Alsayed, S. (2021). Investigating relationship of perceived learning engagement, motivation, and academic performance among nursing students: A multisite study. Advances in Medical Education and Practice, 351-369. https://doi.org/10.2147/AMEP.S272745
Nakayama, M., Mutsuura, K., & Yamamoto, H. (2017). Effectiveness of student's note-taking activities and characteristics of their learning performance in two types of online learning. International Journal of Distance Education Technologies (IJDET), 15(3), 47-64. https://doi.org/10.4018/IJDET.2017070104
Nazeer, S., & Gil, Y. (2023). Embracing artificial intelligence challenges for public sector organizations in Pakistan. Journal of Contemporary Studies, 12(1), 35-52.
Park, Y. S., Konge, L., & Artino Jr, A. R. (2020). The positivism paradigm of research. Academic Medicine, 95(5), 690-694. https://doi.org/10.1097/acm.0000000000003093
Sallam, M., Al-Farajat, A., & Egger, J. (2024). Envisioning the future of ChatGPT in Healthcare: insights and recommendations from a systematic identification of Influential Research and a call for Papers. Jordan Medical Journal, 58(3), 236–249. https://doi.org/10.35516/jmj.v58i1.2285
Sánchez-Ruiz, L. M., Moll-López, S., Nuñez-Pérez, A., Moraño-Fernández, J. A., & Vega-Fleitas, E. (2023). ChatGPT challenges blended learning methodologies in engineering education: A case study in mathematics. Applied Sciences, 13(10), 6039. https://doi.org/10.3390/app13106039
Saqlain, M. (2023). Revolutionizing political education in Pakistan: An AI-integrated approach. Education Science and Management, 1(3), 122–131. https://doi.org/10.56578/esm010301
Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18, 1-23. https://doi.org/10.1186/s41239-021-00292-9
Shah, S. S., Shah, A. A., Memon, F., Kemal, A. A., & Soomro, A. (2021). Online learning during the COVID-19 pandemic: Applying the self-determination theory in the ‘new normal’. Revista de Psicodidáctica (English ed.), 26(2), 168-177. https://doi.org/10.1016/j.psicoe.2020.12.003
Siregar, F. H., Hasmayni, B., & Lubis, A. H. (2023). The analysis of Chat GPT usage impact on learning motivation among scout students. International Journal of Research and Review, 10(7), 632-638.
Tin, T. T., Chor, K. Y., Hui, W. J., Cheng, W. Y., Kit, C. J., Wan, W. N. A. A., ... & Khattak, U. F. (2024). Demographic Factors Shaping Artificial Intelligence (AI) Perspectives: Exploring Their Impact on University Students' academic performance. Pakistan Journal of Life and Social sciences (PJLSS), 22 (2), 12248 – 12264. https://doi.org/10.57239/PJLSS-2024-22.2.000876
Williams, P. (2023). AI, analytics and a new assessment model for universities. Education Sciences, 13(10), 1040. https://doi.org/10.3390/educsci13101040
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Bulletin of Multidisciplinary Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
