Authors :
Zineb SMOUH; Imane BELAHYANE; Amal AARAB; Lahoucine IKKOU
Volume/Issue :
Volume 9 - 2024, Issue 11 - November
Google Scholar :
https://tinyurl.com/5e7psbjm
Scribd :
https://tinyurl.com/y2f349zn
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24NOV707
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
This study investigates the perceptions of
Moroccan university professors regarding the use of
ChatGPT and its impact on student learning, cognitive
skills, and academic integrity. Through an online survey
of 302 faculty members across various disciplines, the
research reveals a nuanced perspective on the integration
of AI tools in higher education. While many professors
acknowl- edge the benefits of ChatGPT in enhancing
problem-solving skills and aiding in structured tasks,
significant concerns persist about its potential to
undermine critical thinking and foster a reliance on
automated responses. Notably, 45% of respondents
expressed that ChatGPT may diminish the depth of
student analysis, posing challenges for educators aiming
to cultivate robust cogni- tive abilities. Additionally, issues
of academic integrity were highlighted, with faculty
members calling for clearer policies to manage AI use in
academic settings. The findings suggest the need for
further research into discipline-specific responses to AI
and the ethical implications of its inte- gration. In
conclusion, while ChatGPT holds promise for supporting
educational processes, its effective integration requires
careful consideration of both benefits and risks,
necessitating col- laboration among educators,
policymakers, and researchers to ensure that AI
enhances, rather than hinders, student learning.
Keywords :
Higher Education, Cognitive Skills, Critical Thinking, Moroccan Universities, Student Learning, Educational Technology.
References :
- Ma, B., Chen, L., Konomi, S.: Enhancing Programming Education with ChatGPT: A Case Study on Student Perceptions and Interactions in a Python Course (2024). https://doi.org/10. 1007/978-3-031-64315-6 9 . https://doi.org/10.1007/978-3-031-64315-6 9
- Michel-Villarreal, R., Vilalta-perdomo, E.L., Salinas-Navarro, D.E., Thierry-Aguilera, R., Ger- ardou, F.S.: Challenges and opportunities of generative ai for higher education as explained by chatgpt. Multidisciplinary Digital Publishing Institute 13(9), 856–856 (2023) https://doi.org/ 10.3390/educsci13090856
- Aruleba, K., Sanusi, I.T., Obaido, G., Ogbuokiri, B.: Integrating ChatGPT in a Computer Science Course: Students Perceptions and Suggestions (2023). https://doi.org/10.48550/arxiv. 2402.01640 . https://arxiv.org/abs/2402.01640
- Waseem, M., Das, T., Ahmad, A., Liang, P., Fahmideh, M., Mikkonen, T.: Chatgpt as a software development bot: A project-based study (2024) https://doi.org/10.5220/0012631600003687
- Cotton, D.R., Cotton, P.A., Shipway, J.R.: Chatting and cheating: Ensuring academic integrity in the era of chatgpt. Innovations in education and teaching international 61(2), 228–239 (2024)
- Lo, C.K.: What is the impact of chatgpt on education? a rapid review of the literature. Education Sciences 13(4), 410 (2023)
- Dempere, J., Modugu, K., Hesham, A., Ramasamy, L.K.: The impact of chatgpt on higher education. Frontiers in Education (2023) https://doi.org/10.3389/feduc.2023.1206936
- Arista, A., Shuib, L., Ismail, M.A.: A glimpse of chatgpt: An introduction of features, challenges, and threads in higher education. 2023 International Conference on Informatics, Multime- dia, Cyber and Informations System (ICIMCIS), 694–698 (2023) https://doi.org/10.1109/ ICIMCIS60089.2023.10349057
- Kiryakova, G., Angelova, N.: Chatgpt—a challenging tool for the university professors in their teaching practice. Education Sciences 13(10), 1056 (2023)
- Iqbal, N., Ahmed, H., Azhar, K.A.: Exploring teachers’ attitudes towards using chatgpt. Global Journal for Management and Administrative Sciences 3(4), 97–111 (2022)
- Alarc´on Llontop, L.R., Pasapera Ram´ırez, S., Torres-Mirez, K.: The chatgpt application: Initial perceptions of university teachers. LACCEI 1(8) (2023)
- Hosseini, M., Gao, C.A., Liebovitz, D.M., Carvalho, A.M., Ahmad, F.S., Luo, Y., MacDonald, N., Holmes, K.L., Kho, A.: An exploratory survey about using chatgpt in education, healthcare, and research. Plos one 18(10), 0292216 (2023)
- Abouammoh, N., Alhasan, K., Raina, R., Malki, K.A., Aljamaan, F., Tamimi, I., Muaygil, R., Wahabi, H., Jamal, A., Al-Tawfiq, J.A., et al.: Exploring perceptions and experiences of chatgpt in medical education: a qualitative study among medical college faculty and students in saudi arabia. medRxiv, 2023–07 (2023)
- Tangadulrat, P., Sono, S., Tangtrakulwanich, B., et al.: Using chatgpt for clinical practice and medical education: cross-sectional survey of medical students’ and physicians’ perceptions. JMIR Medical Education 9(1), 50658 (2023)
- Strzelecki, A.: To use or not to use chatgpt in higher education? a study of students’ acceptance and use of technology. Interactive learning environments, 1–14 (2023)
This study investigates the perceptions of
Moroccan university professors regarding the use of
ChatGPT and its impact on student learning, cognitive
skills, and academic integrity. Through an online survey
of 302 faculty members across various disciplines, the
research reveals a nuanced perspective on the integration
of AI tools in higher education. While many professors
acknowl- edge the benefits of ChatGPT in enhancing
problem-solving skills and aiding in structured tasks,
significant concerns persist about its potential to
undermine critical thinking and foster a reliance on
automated responses. Notably, 45% of respondents
expressed that ChatGPT may diminish the depth of
student analysis, posing challenges for educators aiming
to cultivate robust cogni- tive abilities. Additionally, issues
of academic integrity were highlighted, with faculty
members calling for clearer policies to manage AI use in
academic settings. The findings suggest the need for
further research into discipline-specific responses to AI
and the ethical implications of its inte- gration. In
conclusion, while ChatGPT holds promise for supporting
educational processes, its effective integration requires
careful consideration of both benefits and risks,
necessitating col- laboration among educators,
policymakers, and researchers to ensure that AI
enhances, rather than hinders, student learning.
Keywords :
Higher Education, Cognitive Skills, Critical Thinking, Moroccan Universities, Student Learning, Educational Technology.