Influence of ChatGPT Usability as a Learning Tool and Perceptions of Using ChatGPT to Understand Cell Division among Pre-Service Biology Teachers in Malaysia

Abstract

Artificial Intelligence (AI) is transforming education through innovations such as ChatGPT that enhance learning experiences. Despite these, understanding how ChatGPT addresses challenges in biology education remains crucial. This study utilizes quantitative methods, including correlation analysis, to determine the relationship between ChatGPT usability as a learning tool and perceptions of using ChatGPT to understand cell division among pre-service biology teachers in Malaysia. The study involved 63 pre-service biology teachers enrolled in the Bachelor of Science with Education (Hons) program at the Faculty of Science, UPM Serdang. The study utilized a questionnaire adapted from the Usefulness, Satisfaction, and Ease of Use (USE) questionnaire and Technology Acceptance Model (TAM), with data analyzed using SPSS software. The findings indicate a strong usability of ChatGPT (M=4.18, SD=0.46) and perceptions of using ChatGPT to understand cell division among pre-service biology teachers in Malaysia (M=4.15, SD=0.53). Correlation analysis reveal a positive and moderate correlation (r=0.64, p<0.01), indicating that pre-service teachers who perceive ChatGPT as usable are more likely to consider it a valuable learning tool for understanding cell division. This study contributes to improving learning outcomes in biology education and advancing digital education for both teachers and students.