Un profesor particular a tiempo completo: ChatGPT desde el punto de vista de los estudiantes universitarios
DOI
10.22550/2174-0909.4160
Abstract
Over the last decades, the emergence of new technologies has brought changes in all areas of social life, including the education sector. Among those, artificial intelligence (AI), after many years playing a secondary role, has recently positioned itself as one with the most capacity for disruption. The newest AI tools have the potential to meaningfully transform various education areas, particularly at the university level. This paper presents a comparative analysis of the opinions of media students from Spain and Serbia on the use of ChatGPT in the learning process. The aim of the work is to determine the similarities and differences in the opinions of students in relation to the following aspects: intention to use, benefits and challenges and potential for personalised learning. A qualitative research method, with structured written interview, was used on a sample of 40 students of the initial years of media studies from universities in both countries. The results indicate that there are similarities and differences in the opinions of media students about using ChatGPT for learning. The findings provide insight into the opinions of media students as key subjects in the learning process and can be a starting point for further research aimed at understanding the role of AI tools and their application in higher education.
Financiación | Funding
This study was supported by the Ministry of Science, Technological Development and Innovations of the Republic of Serbia (contract No. 451-03- 66/2024-03). This article is part of the R+D+i project PID2021-128875NA-I00, funded by MCIN/ AEI/10.13039/501100011033/”ERDF A way of making Europe”.
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Citación recomendada | Recommended citation
Pavlovic, D., Soler-Adillon, J., & Stanisavljevic-Petrovic, Z. (2024). A full-time professor dedicated to you: ChatGPT from university students’ perspective [Un profesor particular a tiempo completo: ChatGPT desde el punto de vista de los estudiantes]. Revista Española de Pedagogía, 82 (289), 563-584. https://doi.org/10.22550/2174-0909.4160
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Palabras clave | Keywords
artificial intelligence, ChatGPT, university, Spain, Serbia, personalised learning
