Abstract
Artificial Intelligence (AI) has transformed various sectors, including education, with tools like Chat GPT offering new possibilities for academic support. This study examines the effectiveness of Chat GPT in promoting academic success among graduate students at the University of Louisiana at Lafayette. Using the Diffusion of Innovation theory as a framework, the research aims to assess how frequently graduate students use Chat GPT for assignment solving, its impact on their learning outcomes, and the perceptions surrounding its use. Through an online survey design, data will be collected from graduate students to evaluate their knowledge of Chat GPT, its role in enhancing assignment performance, and any improvements in academic grades. The survey will employ a combination of Likert scale and closed-ended questions to measure key variables, including the students' perceptions, usage frequency, and the tool's influence on their academic creativity and success. The findings will contribute to understanding how AI-driven tools like Chat GPT can be effectively integrated into academic settings, while also addressing the concerns of educators regarding its potential misuse or negative effects.
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