INFLUENCE OF THE UTILIZATION OF GENERATIVE ARTIFICIAL INTELLIGENCE “ChatGPT” ON THE ENGAGEMENT IN CRITICAL THINKING AMONG UNIVERSITY OF BENIN UNDERGRADUATE STUDENTS
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Keywords

Utilization
Generative Artificial Intelligence
Chatgpt, Engagement
Critical Thinking

Abstract

The study assessed the influence of generative artificial intelligence “ChatGPT” on engagement in critical thinking among University of Benin undergraduate students. Correlational research design was adopted as a research design for the study. The population of the study consisted of 43,469 full-time undergraduate students in 15 faculties. Simple random sampling by ballot method and the proportionate to size sampling technique was used to select the six faculties and 400 students for the study. Data were collected using a structured questionnaire titled ChatGPT use and Critical Thinking Questionnaire (CGCTQ). It was validated by three lecturers from the department of Educational Evaluation and Counseling Psychology of the University. The reliability of the instrument was determined using Cronbach Alpha Reliability Statistics to obtain a reliability coefficient of 0.83. Collected data were analyzed using mean and standard deviation to answer research questions while Pearson product moment correlation (PPMC) and Fisher's Z- test were used to test the hypotheses. The hypotheses were tested at 0.05 level of significant. Findings of the study revealed that there is a high level of utilization of ChatGPT and a high level of engagement in critical thinking among the students. ChatGPT influences students' engagement in critical thinking and also there was no significant difference by sex in the relationship between students' use of ChatGPT and engagement in critical thinking. In line with the findings, the use of ChatGPT by students' is therefore recommended as against its complete abolishment. Measures also should be put in place to promote its healthy use, in other to prevent its use affecting students' engagement in critical thinking.

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