Version 1
: Received: 31 January 2024 / Approved: 1 February 2024 / Online: 1 February 2024 (11:11:30 CET)
How to cite:
Fu, C.-J.; Silalahi, A. D. K.; Shih, I.-T.; Phuong, D. T. T.; Eunike, I. J.; Jargalsaikhan, S. Balancing Satisfaction and Clarity: Enhancing User Information Satisfaction with AI-Powered ChatGPT in Higher Education. Preprints2024, 2024020040. https://doi.org/10.20944/preprints202402.0040.v1
Fu, C.-J.; Silalahi, A. D. K.; Shih, I.-T.; Phuong, D. T. T.; Eunike, I. J.; Jargalsaikhan, S. Balancing Satisfaction and Clarity: Enhancing User Information Satisfaction with AI-Powered ChatGPT in Higher Education. Preprints 2024, 2024020040. https://doi.org/10.20944/preprints202402.0040.v1
Fu, C.-J.; Silalahi, A. D. K.; Shih, I.-T.; Phuong, D. T. T.; Eunike, I. J.; Jargalsaikhan, S. Balancing Satisfaction and Clarity: Enhancing User Information Satisfaction with AI-Powered ChatGPT in Higher Education. Preprints2024, 2024020040. https://doi.org/10.20944/preprints202402.0040.v1
APA Style
Fu, C. J., Silalahi, A. D. K., Shih, I. T., Phuong, D. T. T., Eunike, I. J., & Jargalsaikhan, S. (2024). Balancing Satisfaction and Clarity: Enhancing User Information Satisfaction with AI-Powered ChatGPT in Higher Education. Preprints. https://doi.org/10.20944/preprints202402.0040.v1
Chicago/Turabian Style
Fu, C., Ixora Javanisa Eunike and Shinetsetseg Jargalsaikhan. 2024 "Balancing Satisfaction and Clarity: Enhancing User Information Satisfaction with AI-Powered ChatGPT in Higher Education" Preprints. https://doi.org/10.20944/preprints202402.0040.v1
Abstract
Incorporating AI tools like ChatGPT into higher educational settings has been beneficial for education, yet the extent of user satisfaction with the information provided by these tools, known as user information satisfaction (UIS), remains underexplored. Our study introduces a UIS model specifically designed for ChatGPT's application in the educational sector. Drawing from established UIS theory, we crafted a model centered around seven essential factors that influence the effective use of ChatGPT, aiming to guide both educators and learners in overcoming common challenges such as plagiarism and ensuring the ethical use of AI. We gathered data from Indonesian university participants and applied Structural Equation Modeling using Smart-PLS 4.0 for our data analysis. The results reveal that completeness, precision, timeliness, convenience, and the format of information as the most influential factors driving user satisfaction with ChatGPT. Interestingly, our research indicated that the accuracy and reliability of the information, typically deemed paramount, were not the primary concerns in the academic use of ChatGPT. Our findings lead to a recommendation for a cautious approach to the integration of ChatGPT in higher education. We advocate for a strategic use that recognizes its innovative potential while also acknowledging its limitations, thus ensuring a responsible and effective application in educational contexts. This balanced perspective is crucial for integrating AI tools into the academic fabric without compromising educational integrity or quality.
Keywords
artificial intelligence; ChatGPT; higher education; user information satisfaction
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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