Chapter- Review of Literature
Maram Abdaljaleel et al.,(2024) dwell upon the factors influencing university students' attitudes and usage of ChatGPT.The objective of this literature review is to systematically analyze the impact of ChatGPT in higher education, with a focus on its adoption among university students in Arab-speaking countries. The methodology employed for this study involves a comprehensive examination of secondary data sourced from recent scholarly articles, empirical studies, and surveys related to the use of ChatGPT in higher education. The study utilized the TAME-ChatGPT survey instrument to assess the attitudes, perceptions, and usage of ChatGPT among university students, ensuring a robust methodological approach to understanding the determinants of ChatGPT adoption in academic contexts. Data was collected from a sample size of 2240 university students across five Arab-speaking countries: Iraq, Kuwait, Egypt, Lebanon, and Jordan. The data gathering involved administering the validated TAME-ChatGPT survey, which encompasses various factors, including ease of use, perceived usefulness, and attitudes towards technology, to elucidate the factors influencing the adoption of ChatGPT. The analysis was conducted using Confirmatory Factor Analysis (CFA).there exists a notable research gap concerning its impact and adoption in higher education, especially among non-native Englishspeaking countries. This study specifically addresses this gap by focusing on Arabspeaking countries, where the effects of such technologies on education have been comparatively underexplored. The review underlines the necessity for further investigation into the behavioral, cognitive, and cultural determinants that influence ChatGPT usage, along with a call for addressing concerns related to overreliance and critical thinking competencies in the context of AI-assisted education.
Jibon Naher et al.,(2023) aimed to explore how students utilize ChatGPT for educational tasks, identify the purposes for which students use ChatGPT, and uncover their experiences and concerns regarding its usage. The methodology involved a survey-based approach to gather insights into students' motivations, experiences, and concerns related to ChatGPT usage in educational tasks. Thematic content analysis was employed to extract meaningful patterns from the qualitative responses provided by the participants. The survey consisted of 8 multiple-choice questions, 3 Likert