Exploring ChatGPT Utilisation in Higher Education:
A Student Perspective
Abstract
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.
Copyright (c) 2025 Gading Journal for the Social Sciences (e-ISSN 2600-7568)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
