Student’s Reliance on Chat GPT: Academic Dummies in the Making
Article Sidebar
Main Article Content
Abstract
The integration of artificial intelligence (AI) tools like ChatGPT into academic environments has transformed how students approach learning, research, and problem-solving. This qualitative study examines the reliance on ChatGPT among students in South Africa and its broader implications for academic growth. There is a complex dynamic at play as some students leverage the tool to enhance comprehension and productivity, while others rely on it to an extent that it undermines their ability to independently process and generate ideas. Thus, while ChatGPT provides convenience for students through instant access to information and support for academic tasks, its potential to weaken critical thinking, creativity, and deep learning is concerning as it may foster a generation of "academic dummies." In consideration of this concern, this paper draws from primary and secondary sources to explore students’ patterns of ChatGPT usage in South Africa and its impact on their cognitive and academic skill development. The paper also discusses ethical and pedagogical implications of ChatGPT and offers recommendations for balancing the benefits of AI tools with the cultivation of critical academic skills to ensure responsible and effective usage.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which allows others to share the work freely as long as the original author is credited, the work is not used for commercial purposes, and no modifications or adaptations are made. Under this license, the article can be accessed, downloaded, and shared by anyone without cost, ensuring open access for all readers immediately after publication.
The Creative Commons license promotes the wide dissemination of knowledge while protecting the integrity of the original work. It strikes a balance between open access and the need to recognize the contributions of the original authors and the journal. By choosing this license, the Journal ensures that academic content remains freely available and accessible, while safeguarding authors' rights and maintaining the article’s original form.