26th Annual Colleagues in Jesuit Business Education Meeting
Sandip Kumar Sarkar, Palash Bera
Impact of ChatGPT Introduction to Academia
Conversational AI, such as ChatGPT, is considered a next-generation AI that can respond accurately and quickly to human quarries and interact with humans naturally (Krügel et al., 2023). Many technology practitioners indicate that the openness and high level of cognitive ability of ChatGPT can have profound implications in academia (Nemorin et al., 2022). On the positive side, teachers can use ChatGPT to create study materials, such as quizzes and assignments, and provide accurate feedback on students' assignments (Rudolph et al., 2023). In addition, students can use ChatGPT to understand complex concepts and gain personalized feedback on their work. On the negative side, many students can use ChatGPT to violate exam integrity and copyright and perform many types of academic misconduct (Susnjak, 2022). As the focus on ChatGPT's academic use has shifted towards academic integrity, the ethical use of ChatGPT has emerged as the key challenge in the academic world. An understanding of what factors motivate students to misuse ChatGPT is the key to creating policies and regulations that align with academic values. Further, understanding how ChatGPT has changed students' and teachers' perceptions is important to develop effective regulations. Accordingly, we investigate the research questions: a) What factors create students' intention to misuse ChatGPT in academia? b) What is the influence of ChatGPT introduction on students' and teachers' perceptions of classroom learning? Drawing on the theory of planned behavior (Ajzen, 1991), we answer the first research question and argue that students' intention to misuse ChatGPT in Academia is influenced by their self-efficacy to conduct cheating, their attitude towards misuse of ChatGPT and subjective norms of academic cheating. We will use a cross-sectional survey among students to test the first research question. To answer the second question, we use emotional contagion theory to argue that the introduction of ChatGPT will increase language reflecting risk, conflict, and emotional anxiety in teachers' tweets and positive emotion, power, and rewards in students' tweets. To test the second research question, we will collect students' and teachers' tweet feeds before and after ChatGPT introduction, use a text miner tool (e.g., LIWC) to analyze tweet feeds, and conduct an analysis to test the hypotheses.