Research: Students Use ChatGPT Not for Cheating, but as Support in Learning and Idea Development

Aware of the unreliability of the information generated by ChatGPT, and thus the risk that their work may be characterized as plagiarism, students most often use this AI-powered tool for generating ideas, summarizing literature, preparing essays, and assisting in understanding complex topics. This is evidenced by the results of the most comprehensive global study on how students use ChatGPT, published in early February this year in the journal PLOS ONE (Public Library of Science).

Some students also fear that reliance on ChatGPT could negatively impact the development of their critical and analytical skills, this research revealed, conducted in early 2024 on a sample of 23,218 students from 109 countries. Among them are, of course, students from Croatia, and one of the authors of the study is Ivo Dumić-Čule, an assistant professor at the University of North, president of the Management Board of the Croatian Economic Senate, and founder and director of MedAI Solution. He explains for Lider that there are noticeable regional differences in the use of ChatGPT.

– Students from lower-income countries often perceive ChatGPT as a tool that reduces inequalities in access to knowledge and educational resources, while students from higher-income countries emphasize practicality and speed in task completion. The general conclusion of the research is that students do not perceive ChatGPT solely as a cheating tool, but primarily as an aid in learning and shaping their own ideas, says Dumić-Čule.

Students for AI Regulation

However, some results of the study were unexpected. For example, researchers were surprised by how differently students apply ChatGPT and how aware they are of the negative aspects of using AI.

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doc.dr.sc. Ivo Dumić-Čule, dr.med., University of North

—While we assumed that students would be concerned about the possibility of cheating and plagiarism, we did not expect so many of them to express the need for AI regulation at all levels. This support for regulation suggests that students recognize the potential risks associated with AI tools and want clear guidelines for their ethical use. Additionally, as a very positive surprise, I would highlight the fact that students clearly stated that this tool contributes less to the development of critical thinking, interpersonal communication, and numerical skills, adds Dumić-Čule.

Given that young people are often leaders in adopting new technologies, it is not surprising that 71 percent of students use ChatGPT. But what about the 29 percent of students who do not use ChatGPT? Why do they not use it – because they are not familiar with the tool or, conversely, they are familiar but consciously choose not to use it, we asked the author.

– There is always a portion of people who have a certain resistance to using new technologies, and this percentage is regularly lower among younger generations. However, in this case, it is possible that, in addition to that, there are two other key reasons. First, some students may not want to openly state that they use ChatGPT because they are unsure how their professors would view it. Second, some students may avoid using it because there are not clear enough instructions and rules about what is allowed and what is not within the framework of classes and writing papers, explains Dumić-Čule.

Adapting to Youth

Since students do not perceive AI solely as a means of cheating, but see it as a tool that facilitates learning and fosters creativity, Dumić-Čule says that it is ‘important to define how AI can be used in an appropriate and ethical manner.’ On the other hand, employers must realize that younger generations are accustomed to using such digital tools to increase productivity and solve complex problems.

– The labor market will also have to adjust its expectations and learn to value the skills of working with AI tools as an important part of digital literacy, adds Dumić-Čule.

Due to certain limitations of the research, such as uneven representation of respondents from different countries and regions, bias in survey responses, and a specific time frame, the authors are now conducting new research to track how students’ perceptions of ChatGPT change over time.