Revolutionising Learning: How Malaysian Student Teachers View ChatGPT

Abstract

AI tools possess significant potential for enhancing educational experiences; however, they also carry the risk of disseminating misinformation. The successful integration of ChatGPT into educational practices largely depends on how effectively students can incorporate this technology into their learning processes. This study investigates the perceptions of students at Teacher Education Institutes in Malaysia regarding the use of ChatGPT in their learning. Students from one of the Teacher Education Institutes in Malaysia were invited to voluntarily participate in a survey. Out of 44 participants who provided feedback, 41 responses met the criteria for inclusion in the analysis. A specialized questionnaire for this study, developed by Ngo (2023), was distributed using Google Forms. The findings indicate that the use of ChatGPT is highly rated by participants, with a mean score of 4.11 and a standard deviation of 0.51. The benefits of ChatGPT received the highest average score of 4.19, with a standard deviation of 0.62. However, students also reported facing some barriers, reflected by a mean score of 3.56 and a standard deviation of 0.64. Analysis of the average perception scores indicates that ChatGPT is well-received by students and is considered beneficial in education. Despite some challenges, such as issues with information accuracy and language use, students still perceive high value in using this tool. These findings align with existing literature that emphasizes the importance of ease of use, learning benefits, and information reliability in educational technology. This study also recommends future research to focus on teacher and student training, pedagogical integration, ethical and privacy considerations, the impact on student engagement and motivation, and addressing the digital divide.