Title: ChatGPT: an emerging innovation or a threat to creativity and knowledge generation?

Authors: Sami Mejri; Moatsum Al Awida; Stavroula Kalogeras; Bayan Abu Shawar

Addresses: Pedagogical Enhancement, Khalifa University, UAE ' Department of Computer Sciences, Abu Dhabi University, UAE ' Edinburgh Business School, Heriot-Watt University, Dubai ' College of Engineering, Al Ain University, UAE

Abstract: The novel study explores the implications of integrating ChatGPT into higher education settings across universities in the USA. A quantitative survey was distributed to gather insights from faculty, staff, and students regarding ChatGPT's impact on pedagogy, academic integrity, and educational policy. The 22-item questionnaire, administered through convenient sampling, received responses from 56 participants. Findings showed participants' academic backgrounds, their self-reported perceptions of ChatGPT's impact on learners, impact on academic policy and practice, and e-learning were statistically significant predictors of its integration, The study identifies statistically significant correlations between ChatGPT use and learners' academic effort, creativity, communication quality, and the impact on academic policies and practices. ChatGPT can be both an intelligent tool for knowledge generation and a threat to academic integrity. Provided is an overview of the limitations of this study and make recommendations for future studies-emphasising the potential impacts of ChatGPT on the learner's effort, level of engagement, and creativity.

Keywords: ChatGPT; instructional technology; mobile devices; higher education; educational apps; mobile learning.

DOI: 10.1504/IJTLID.2024.140320

International Journal of Technological Learning, Innovation and Development, 2024 Vol.15 No.4, pp.425 - 448

Received: 05 Dec 2023
Accepted: 28 Jan 2024
Published online: 02 Aug 2024 *

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