Abstract
PurposeThis research examines the complex relationship between usage of Chat Generative Pre-Trained Transformer (ChatGPT) amongst student and their creativity, learning and assessment using empirical data collected from postgraduate students. In addition, the study explores the student’s intrinsic motivation for usage to understand student categories. This research seeks to provide further insights into this artificial intelligence tool in enhancing the educational ecosystem for all stakeholders concerned.Design/methodology/approachThe target population of this research – the students of post-graduation in diverse fields of science and management. A five-point Likert scale-structured questionnaire adapted from earlier literature relevant to the research questions was adopted for data collection. The data were collected for two months, resulted in 403 usable responses. Ethical considerations of assurance of confidentiality to the participants were strictly adhered to. Structured equation modelling (SEM) was employed to explore the relationships between the constructs of the study for the assessment of latent relationships. SmartPLS 4 was used to explore these relationships.FindingsUsage has a negative impact on a student’s creativity, but increased usage of ChatGPT encourages a student’s adoption due to its perceived usability. Pedagogical applications of ChatGPT aid students as a learning tool but require controlled usage under supervision.Originality/valueThis study is innovative in the context of postgraduate students, where very little evidence of creativity exists. Through this research, the authors illuminate how ChatGPT use affects academic performance, benefiting educators as a tool but for evaluation and assessment, policymakers and students. The findings of the study provide implications that help to create effective digital education strategies for stakeholders.
Published Version
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