Undergraduate Students’ Perceptions of ChatGPT’s Role in Academic Assignments

Abstract

As artificial intelligence (AI) continues to influence global educational practices, understanding students’ perceptions of AI tools has become increasingly important. This study examines undergraduate students’ perceptions of ChatGPT and its influence on their academic assignments within the context of higher education in Pakistan. A quantitative, cross-sectional research design was employed. Using convenience sampling, a total of 535 undergraduate students from various universities in Lahore, Pakistan, participated in the study. Descriptive statistics and a Chi-square test of independence were applied to examine the associations between demographic variables and the students’ perceptions of ChatGPT. Findings revealed that the majority of students held positive perceptions of ChatGPT, describing it as amusing, practical, and effective for academic use. Statistically significant gender and age-based differences were observed in several areas, including ease of use (p = 0.000), ethical concerns such as plagiarism (p = 0.001), and perceived impact on learning and social skills (p = 0.005). While younger students showed greater enthusiasm, older students expressed more caution and concern regarding its academic implications. It is recommended that educational institutions promote the responsible integration of AI tools, such as ChatGPT, into academic environments. Faculty should guide students in the ethical and practical use of these tools while addressing potential drawbacks such as overdependence and academic dishonesty.