Exploring chatgpt utilisation in higher education: a student perspective

The rapid growth of artificial intelligence technologies has transformed many aspects of society, including higher education. Among these developments, ChatGPT has emerged as a widely recognised generative AI language model, increasingly used by students, particularly since the onset of the COVID-19 pandemic. However, research on students’ perceptions and use of ChatGPT remains limited. This study aims to examine the extent of ChatGPT usage among university students, its perceived effectiveness as a learning support tool, and its impact on the academic environment at a private higher education institution in Malaysia. Data were collected through structured questionnaires distributed to 250 randomly selected undergraduate students, using a quantitative descriptive approach. The findings are presented in three domains: the level of ChatGPT usage, its perceived usefulness as a learning aid, and the challenges encountered during its use. Results indicate that students use ChatGPT at a moderate level. Their usage is influenced by concerns over response accuracy, limitations in contextual understanding, and potential risks associated with academic dishonesty. These issues prompt students to adopt a cautious stance, viewing ChatGPT more as a supplementary learning tool than a primary resource. This study offers valuable insights into the evolving role of generative AI in higher education, particularly regarding its effects on students’ academic practices, engagement, and expectations.