Learning satisfaction on the use of chatgpt among nursing students in selected higher education institutions in Sulu

Monafarrah Savellon; Sherha Baybayan; Masnona Asiri

doi:10.62596/t3wgsm55

Authors

Monafarrah U. Savellon Sulu State College, Jolo, Sulu, Philippines Author
Sherha B. Baybayan Sulu State College, Jolo, Sulu, Philippines Author
Masnona S. Asiri Sulu State College, Jolo, Sulu, Philippines Author

DOI:

https://doi.org/10.62596/t3wgsm55

Keywords:

ChatGPT, credibility, ease of use, privacy and security, usefulness, satisfaction, social influence

Abstract

This study determined the levels of learning satisfaction of nursing students in selected higher education institutions (HEIs) in Sulu with the use of Chat Generative Pre-Trained Transformer (ChatGPT) during the academic year 2023-2024. Quota sampling (n=100) was used to sample the students from five different HEIs in Sulu each of them had equal 20 participants selected. An adapted five-point Likert-scale was used to elicit the responses from the participants. Findings indicated that the nursing students were highly satisfied on the usefulness and ease of use of ChatGPT in learning while moderately satisfied on its credibility, social influence, and privacy and security. Further analysis was conducted on the differences of satisfaction level of nursing students based on their demographic profile (i.e., age, sex, and year level). Inferential analysis indicated that somehow, the satisfaction levels of nursing students in terms of their age, sex, and year level were relatively equal. However, female students significantly differed their level of satisfaction compared to male in terms of the usefulness of ChatGPT in learning. These findings emphasized the importance of considering gender-specific factors, as well as maintaining a proactive approach to technology integration and evaluation in nursing education. By addressing these, educators can optimize the use of ChatGPT as a valuable tool for enhancing learning outcomes and student satisfaction in nursing programs.

References

Abdaljaleel, M., Barakat, M., Alsanafi, M., Salim, N. A., Abazid, H., Malaeb, D., ... & Sallam, M. (2024). A multinational study on the factors influencing university students’ attitudes and usage of ChatGPT. Scientific Reports, 14(1), 1983. DOI: https://doi.org/10.1038/s41598-024-52549-8

Aguirre, J. K. C., Vicente, M. B., Chavez, J. V., Francisco, M. D., Mondido, J. G. O. O., & Visitacion, J. S. (2023). Content analysis of consumer reviews on preferred characteristics of accommodation products. Journal of Namibian Studies: History Politics Culture, 33, 4264-4286. DOI: https://doi.org/10.59670/jns.v33i.2717

Albayati, H. (2024). Investigating undergraduate students' perceptions and awareness of using ChatGPT as a regular assistance tool: A user acceptance perspective study. Computers and Education: Artificial Intelligence, 6, 100203. DOI: https://doi.org/10.1016/j.caeai.2024.100203

Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., & Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818-824. DOI: https://doi.org/10.25082/AMLER.2023.02.009

Ayoub, D., Metawie, M., & Fakhry, M. (2024). AI-ChatGPT Usage Among Users: Factors Affecting Intentions to Use and the Moderating Effect of Privacy Concerns. MSA-Management Sciences Journal, 120-152. DOI: https://doi.org/10.21608/msamsj.2024.265212.1054

Bahrini, A., Khamoshifar, M., Abbasimehr, H., Riggs, R. J., Esmaeili, M., Majdabadkohne, R. M., & Pasehvar, M. (2023, April). ChatGPT: Applications, opportunities, and threats. In 2023 Systems and Information Engineering Design Symposium (SIEDS) (pp. 274-279). IEEE. DOI: https://doi.org/10.1109/SIEDS58326.2023.10137850

Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. DOI: https://doi.org/10.61969/jai.1337500

Biswas, S. (2023). Role of ChatGPT in Education (SSRN Scholarly Paper No. 4369981).

Boubker, O. (2024). From chatting to self-educating: Can AI tools boost student learning outcomes?. Expert Systems with Applications, 238, 121820. DOI: https://doi.org/10.1016/j.eswa.2023.121820

Calaro, M. F., Vicente, M. B., Chavez, J. V., Reyes, M. J. D., Delantar, S., Jorolan, A., ... & Torres, J. (2023). Marketing campaigns leading to the purchase of accommodation products: A content analysis. Journal of Namibian Studies: History Politics Culture, 33, 4221-4236. DOI: https://doi.org/10.59670/jns.v33i.2696

Caratiquit, K. D., & Caratiquit, L. J. C. (2023). ChatGPT as an academic support tool on the academic performance among students: The mediating role of learning motivation. Journal of Social, Humanity, and Education, 4(1), 21-33. DOI: https://doi.org/10.35912/jshe.v4i1.1558

Chavez, J. V. (2020). Academic and health insecurities of indigent students during pandemic: Study on adaptive strategies under learning constraints. Journal of Multidisciplinary in Social Sciences, 16(3), 74-81. DOI: https://doi.org/10.47696/adved.202035

Chavez, J. V. (2023). Assessing online academic integrity and humanized teaching in Zamboanga Peninsula Polytechnic State University. Journal of Multidisciplinary in Social Sciences, 19(1), 9-17.

Chavez, J., & Lamorinas, D. D. (2023). Reconfiguring assessment practices and strategies in online education during the pandemic. International Journal of Assessment Tools in Education, 10(1), 160-174. DOI: https://doi.org/10.21449/ijate.1094589

Choung, H., David, P., & Ross, A. (2023). Trust in AI and its role in the acceptance of AI technologies. International Journal of Human–Computer Interaction, 39(9), 1727-1739. DOI: https://doi.org/10.1080/10447318.2022.2050543

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340. DOI: https://doi.org/10.2307/249008

De Jesus, D. A. (2023). ENHANCEMENT OF TEACHER EFFICIENCY THROUGH THE UTILIZATION OF CHATGPT: A QUALITATIVE CASE STUDY. Ignatian International Journal for Multidisciplinary Research, 1(2), 148-160.

Demir, K., & Güraksin, G. E. (2022). Determining middle school students' perceptions of the concept of artificial intelligence: A metaphor analysis. Participatory Educational Research, 9(2), 297-312. DOI: https://doi.org/10.17275/per.22.41.9.2

Dowthwaite-Walsh, L. (2018). Men and women experience happiness differently – here’s why. The Conversation [Online]. https://theconversation.com/men-and-women-experience-happiness-differently-heres-why-104507 (accessed 23 March 2024)

Duhaylungsod, A. V., & Chavez, J. V. (2023). ChatGPT and other AI users: Innovative and creative utilitarian value and mindset shift. Journal of Namibian Studies, 33, 4367-4378. DOI: https://doi.org/10.59670/jns.v33i.2791

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... & Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. DOI: https://doi.org/10.1016/j.ijinfomgt.2023.102642

Estrellado, C. J., & Miranda, J. C. (2023). Artificial intelligence in the Philippine educational context: Circumspection and future inquiries. International Journal of Scientific and Research Publications, 13(5). DOI: https://doi.org/10.29322/IJSRP.13.05.2023.p13704

Hamid, H., Zulkifli, K., Naimat, F., Yaacob, N. L. C., & Ng, K. W. (2023). Exploratory study on student perception on the use of chat AI in process-driven problem-based learning. Currents in Pharmacy Teaching and Learning, 15(12), 1017-1025. DOI: https://doi.org/10.1016/j.cptl.2023.10.001

Huallpa, J. J. (2023). Exploring the ethical considerations of using Chat GPT in university education. Periodicals of Engineering and Natural Sciences, 11(4), 105-115. DOI: https://doi.org/10.21533/pen.v11i4.3770

Inoferio, H. V., Espartero, M., Asiri, M., Damin, M., & Chavez, J. V. (2024). Coping with math anxiety and lack of confidence through AI-assisted Learning. Environment and Social Psychology, 9(5). DOI: https://doi.org/10.54517/esp.v9i5.2228

Iqbal, N., Ahmed, H., & Azhar, K. A. (2022). Exploring teachers’ attitudes towards using chatgpt. Global Journal for Management and Administrative Sciences, 3(4), 97-111. DOI: https://doi.org/10.46568/gjmas.v3i4.163

Javier, D. R. C., & Moorhouse, B. L. (2023). Developing secondary school English language learners' productive and critical use of ChatGPT. TESOL Journal, e755. DOI: https://doi.org/10.1002/tesj.755

Kalla, D., & Smith, N. (2023). Study and analysis of chat GPT and its impact on different fields of study. International Journal of Innovative Science and Research Technology, 8(3), 827-833.

Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences, 103, 102274. DOI: https://doi.org/10.1016/j.lindif.2023.102274

Keržič, D., Tomaževič, N., Aristovnik, A., & Umek, L. (2019). Exploring critical factors of the perceived usefulness of blended learning for higher education students. PloS one, 14(11), e0223767. DOI: https://doi.org/10.1371/journal.pone.0223767

Kim, W., Ryoo, Y., Lee, S., & Lee, J. A. (2023). Chatbot advertising as a double-edged sword: The roles of regulatory focus and privacy concerns. Journal of Advertising, 52(4), 504-522. DOI: https://doi.org/10.1080/00913367.2022.2043795

Korngiebel, D. M., & Mooney, S. D. (2021). Considering the possibilities and pitfalls of Generative Pre-trained Transformer 3 (GPT-3) in healthcare delivery. NPJ Digital Medicine, 4(1), 93. DOI: https://doi.org/10.1038/s41746-021-00464-x

Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. DOI: https://doi.org/10.3390/educsci13040410

Lozano, I. A., Molina, J. M., & Gijón, C. (2021). Perception of artificial intelligence in Spain. Telematics and Informatics, 63, 101672. DOI: https://doi.org/10.1016/j.tele.2021.101672

May, C. (2017). Are Women More Emotionally Expressive Than Men?. Scientific American [Online]. https://www.scientificamerican.com/article/are-women-more-emotionally-expressive-than-men/ (accessed 23 March 2024)

Menon, D., & Shilpa, K. (2023). “Chatting with ChatGPT”: Analyzing the factors influencing users' intention to Use the Open AI's ChatGPT using the UTAUT model. Heliyon, 9(11). DOI: https://doi.org/10.1016/j.heliyon.2023.e20962

Mostafa, R. B., & Kasamani, T. (2022). Antecedents and consequences of chatbot initial trust. European journal of marketing, 56(6), 1748-1771. DOI: https://doi.org/10.1108/EJM-02-2020-0084

Mukred, M., Asma, M. U., & Hawash, B. (2023). Exploring the acceptance of ChatGPT as a learning tool among academicians: a qualitative study. J. Komunikasi Malays. J. Commun., 39(4), 306-323. DOI: https://doi.org/10.17576/JKMJC-2023-3904-16

Nazir, S., Khadim, S., Asadullah, M. A., & Syed, N. (2023). Exploring the influence of artificial intelligence technology on consumer repurchase intention: The mediation and moderation approach. Technology in Society, 72, 102190. DOI: https://doi.org/10.1016/j.techsoc.2022.102190

Padilla, J. R. C., Montefalcon, M. D. L., & Hernandez, A. A. (2023, December). Language AI in Programming: A Case Study of ChatGPT in Higher Eduation Using Natural Language Processing. In 2023 IEEE 11th Conference on Systems, Process & Control (ICSPC) (pp. 276-281). IEEE. DOI: https://doi.org/10.1109/ICSPC59664.2023.10420194

Robledo, D. A. R., Zara, C. G., Montalbo, S. M., Gayeta, N. E., Gonzales, A. L., Escarez, M. G. A., & Maalihan, E. D. (2023). Development and Validation of a Survey Instrument on Knowledge, Attitude, and Practices (KAP) Regarding the Educational Use of ChatGPT among Preservice Teachers in the Philippines. International Journal of Information and Education Technology, 13(10). DOI: https://doi.org/10.18178/ijiet.2023.13.10.1965

Sallam, M., Salim, N. A., Barakat, M., Al-Mahzoum, K., Ala'a, B., Malaeb, D., ... & Hallit, S. (2023). Assessing health students' attitudes and usage of ChatGPT in Jordan: validation study. JMIR medical education, 9(1), e48254. DOI: https://doi.org/10.2196/48254

Shen, X., Chen, Z., Backes, M., & Zhang, Y. (2023). In chatgpt we trust? measuring and characterizing the reliability of chatgpt. arXiv preprint arXiv:2304.08979.

Shidiq, M. (2023, May). The use of artificial intelligence-based chat-gpt and its challenges for the world of education; from the viewpoint of the development of creative writing skills. In Proceeding of international conference on education, society and humanity, 1(1), 353-357.

Strzelecki, A. (2023). To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology. Interactive Learning Environments, 1-14. DOI: https://doi.org/10.1080/10494820.2023.2209881

Sudirjo, F., Ratnawati, R., Hadiyati, R., Sutaguna, I. N. T., & Yusuf, M. (2023). The Influence of Online Customer Reviews and e-Service Quality on Buying Decisions In Electronic Commerce. Journal of Management and Creative Business, 1(2), 156-181.

Wu, R., & Yu, Z. (2024). Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis. British Journal of Educational Technology, 55(1), 10-33. DOI: https://doi.org/10.1111/bjet.13334

Wulandari, A. A., Nurhaipah, T., & Ohorella, N. R. (2024). PERCEIVED EASE OF USE, SOCIAL INFLUENCERS, FACILITATING CONDITIONS, USER EXPERIENCE ON THE INFLUENCE OF HUMAN-MACHINE INTERACTION ON INTERACTION EFFICIENCY, EMOTIONAL IMPACT OF USING CHAT GPT. Journal of Digital Media Communication, 2(2), 61-75. DOI: https://doi.org/10.35760/dimedcom.2023.v2i2.9898

Yilmaz, H., Maxutov, S., Baitekov, A., & Balta, N. (2023). Student attitudes towards chat GPT: A technology acceptance Model survey. International Educational Review, 1(1), 57-83.

Yilmaz, H., Maxutov, S., Baitekov, A., & Balta, N. (2023). Student attitudes towards chat GPT: A technology acceptance Model survey. International Educational Review, 1(1), 57-83. DOI: https://doi.org/10.58693/ier.114

Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1181712. DOI: https://doi.org/10.3389/fpsyg.2023.1181712

Zhao, Z. (2023, October). The Impact of ChatGPT on Human Society. In 2023 7th International Seminar on Education, Management and Social Sciences (ISEMSS 2023) (pp. 1945-1951). Atlantis Press. DOI: https://doi.org/10.2991/978-2-38476-126-5_221