South African study reveals ChatGPT’s limited academic use

In November 2022, the release of ChatGPT, a generative Artificial Intelligence model proficient in producing human-like text and images, stirred significant discussions and concerns, particularly around its impact on the integrity of creative and academic work. 

To gauge the actual influence of such AI tools, a group of academics in the field of media and communication from South African universities conducted an online survey. The study aimed to understand how university students utilized generative AI and AI-powered tools in their academic practices.

According to the Conversation, the survey involved 1,471 undergraduate students from five South African universities, with a majority being first-year Humanities students. It predominantly featured first-year Humanities students, followed by those in Science, Education, and Commerce, leading to a slight bias. 

The research aimed to provide preliminary insights into the use of AI tools among students without focusing on lecturers’ views or policies. It included questions about various popular AI tools, not exclusively ChatGPT, to understand the broader application and preferences in AI technologies among students. 

While this demographic might limit the study’s generalizability, the findings provide valuable insights for educators navigating this new technological landscape.

Key Findings:

1. Primary devices for academic work: 41 percent of students used laptops, followed by smartphones (29.8 percent), desktop computers (10.5 percent), and tablets (6.6 percent).
2. Use of AI-powered tools: Students preferred a variety of AI tools over ChatGPT, including translation and referencing tools. Notably, 46.5 percent used online writing assistants like Quillbot to enhance writing style, and 80.5 percent employed tools like Grammarly for English language proficiency.
3. Utilization of ChatGPT: Less than half (37.3 percent) used ChatGPT for answering essay questions, indicating its limited role in direct academic tasks.
4. Perception of AI tools: Students recognized the potential risks of plagiarism and the impact of learning but reported using these tools responsibly.
5. Benefits of digital and AI tools: Students overwhelmingly appreciated these tools for various academic purposes, including concept clarification, essay structuring, language improvement, and time management.
6. Engaged learning: A significant use of AI tools was for enhancing engaged learning, where students take active responsibility for their learning journey, using AI as a personalized digital tutor.

The study suggests that the moral panic around generative AI, specifically ChatGPT, may be overstated. Contrary to fears, students showed a critical and nuanced understanding of these tools, utilizing them primarily for engaged learning and not as a shortcut in academic endeavors. This indicates a shift from the perceived passive consumption of AI-generated content to an active, thoughtful engagement.

Most students viewed AI tools as beneficial for their learning process, employing them to clarify complex concepts and as supplementary educational resources. This approach aligns with the educational philosophy of engaged learning, where students actively participate in their learning process, leveraging AI tools to tailor content to their specific needs and to supplement gaps in traditional educational methods.

The concerns about AI undermining academic assessment and integrity remain valid. However, the study highlights the importance of integrating students’ perspectives into developing new assessment and learning methodologies. In the evolving landscape of higher education, where AI tools are becoming increasingly prevalent, educators and policymakers need to consider these findings to adapt their teaching and assessment strategies.

The study conducted by South African academics provides a nuanced perspective on the use of generative AI tools like ChatGPT in academic settings. It challenges the prevalent moral panic by demonstrating that students are not only critically aware of these tools’ potential and limitations but are also using them in responsible and innovative ways to enhance their learning experience. 

The insights from this study are crucial for shaping future educational practices and policies in the era of advancing AI technology.