Abstract

To effectively conduct question-and-answer sessions using a generative artificial intelligence chatbot in the context of educational technology, it is necessary to first examine the learners' perceptions. In this study, we analyzed the perception differences among 110 university students regarding question-and-answer interactions with instructors and ChatGPT. The research results revealed the following: First, the utility and trustworthiness of question-and-answer interactions were perceived higher for instructors, while ChatGPT demonstrated higher usability. Second, regardless of whether the questions were directed to ChatGPT or instructors, trustworthiness was consistently higher for instructors. Responses indicating a preference for asking instructors for language-related information were more prevalent than those favoring ChatGPT. This trend persisted even among the group that did not frequently ask questions to instructors. Third, only in the group that did not frequently ask questions to instructors scored higher in utility. This suggests that the perceived utility of instructors is more prominent in the group that refrains from posing questions to instructors. This study shows significance in providing foundational data on how to utilize ChatGPT as an effective question-and-answer instructional tool, particularly in the realm of educational technology.

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