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Undergraduates’ Chatgpt Dependence As An Effective Tool For Learning In South Africa

Author

Listed:
  • Nobuhle Elizabeth NDABA

    (Mangosuthu University of Technology, Durban, South Africa)

  • Sandiso NGCOBO

    (Mangosuthu University of Technology, Durban, South Africa)

Abstract

Chat Generative Pre-Trained Transformer (ChatGPT) has since late 2022 taken the world by storm because of its ability to facilitate many academic and professional activities. There is however a gap in research on the use frequency and dependence on this tool as an effective means of learning by students from linguistically and socio-economically challenged backgrounds in developing countries, such as South Africa. The quantitative study results presented in this article involved 50 first-year students who completed an online structured questionnaire using the ChatGPT tool via mobile devices. The findings revealed that many of the respondents were familiar with the tool which they used in all their modules. The respondents expressed trust in the tool that they often used. The overall evaluation of the ChatGPT tool showed that, with some control, Artificial Intelligent technologies have a significant potential to be used as a learning agent to increase business communication and academic literacy skills among students from a disadvantaged backgrounds.

Suggested Citation

  • Nobuhle Elizabeth NDABA & Sandiso NGCOBO, 2024. "Undergraduates’ Chatgpt Dependence As An Effective Tool For Learning In South Africa," Business Excellence and Management, Faculty of Management, Academy of Economic Studies, Bucharest, Romania, vol. 14(5), pages 5-18, October.
    • Handle: RePEc:rom:bemann:v:14:y:2024:i:5:p:5-18
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    References listed on IDEAS

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    5. Jeffrey James, 2021. "Confronting the scarcity of digital skills among the poor in developing countries," Development Policy Review, Overseas Development Institute, vol. 39(2), pages 324-339, March.
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