Understanding students’ adoption of the ChatGPT chatbot in higher education: the role of anthropomorphism, trust, design novelty and institutional policy

Polyportis, Athanasios; Pahos, Nikolaos

doi:10.1080/0144929x.2024.2317364

Cited by 4 publications

(3 citation statements)

References 112 publications

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“…The development of such frameworks and policies is further supported by the findings of Polyportis and Pahos, who investigate the factors influencing students' adoption of AI technologies [66]. Their study reveals how institutional policies can shape the responsible use and perception of AI among students.…”

Section: Cluster 1: Ethical Framework and Policy Developmentmentioning

confidence: 87%

“…Mixed-Sees AI as a beneficial tool but cautions against potential academic dishonesty. 20 [66] To understand factors influencing students' adoption of ChatGPT in education.…”

Section: [56]mentioning

confidence: 99%

“…Addressing this dichotomy calls for a multifaceted approach, as suggested by Polyportis and Pahos, beginning with the implementation of clear, comprehensive policies that govern AI usage [66]. These policies must be enforced by robust oversight mechanisms, ensuring that ethical standards are consistently met.…”

Section: Conceptualizing Ethical Ai In Academiamentioning

confidence: 99%

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Generative AI, Research Ethics, and Higher Education Research: Insights from a Scientometric Analysis

Qadhi,

Alduais,

Chaaban

et al. 2024

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In the digital age, the intersection of artificial intelligence (AI) and higher education (HE) poses novel ethical considerations, necessitating a comprehensive exploration of this multifaceted relationship. This study aims to quantify and characterize the current research trends and critically assess the discourse on ethical AI applications within HE. Employing a mixed-methods design, we integrated quantitative data from the Web of Science, Scopus, and the Lens databases with qualitative insights from selected studies to perform scientometric and content analyses, yielding a nuanced landscape of AI utilization in HE. Our results identified vital research areas through citation bursts, keyword co-occurrence, and thematic clusters. We provided a conceptual model for ethical AI integration in HE, encapsulating dichotomous perspectives on AI’s role in education. Three thematic clusters were identified: ethical frameworks and policy development, academic integrity and content creation, and student interaction with AI. The study concludes that, while AI offers substantial benefits for educational advancement, it also brings challenges that necessitate vigilant governance to uphold academic integrity and ethical standards. The implications extend to policymakers, educators, and AI developers, highlighting the need for ethical guidelines, AI literacy, and human-centered AI tools.

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Section: Cluster 1: Ethical Framework and Policy Developmentmentioning

confidence: 87%

“…Mixed-Sees AI as a beneficial tool but cautions against potential academic dishonesty. 20 [66] To understand factors influencing students' adoption of ChatGPT in education.…”

Section: [56]mentioning

confidence: 99%