The Emerging Technology (ChatGPT) AI and its Influence on Student Learning Performance: A Case Study of University of the Punjab Lahore

Abstract

Aim of the Study: Artificial intelligence (AI) programs have revolutionized education by providing learners easy ways to complete assignments and enhance learning. ChatGPT use grew in education as students received the opportunity to gain quick access to scholarly support. Yet, its overuse has been a matter of concern due to the possible adverse outcomes for students in terms of emotional aspects, cognitive capacity, motivation, critical thinking, and work ethic. The Plagiarism, academic dishonesty, and irresponsibility were also encouraged by over-dependence on ChatGPT. Methodology: Using Media Dependency Theory, a qualitative research design was employed, incorporating semi-structured interviews and the purposive sampling method to gather detailed information from 20 students (BS and M.Phil) in the Mass Communication Department of Punjab University. Findings: The results indicated that over-reliance on AI software such as ChatGPT also posed significant concerns with regard to educational quality, which is well-reflected in Goal SDGs 4 (Quality Education). Through the study, students became aware of the strategies that can help to reduce the negative effects of ChatGPT and ensure ethical use in higher educational institutions. Conclusion: The current paper concludes that although ChatGPT is useful in terms of study and comprehension of challenging academic subjects, a severe challenge to originality, ethics, and emotional stability among college students is also revealed. It provides them with fast access to information and less independent thought. The results highlight that the educational system should be aware of the benefits and drawbacks of AI tools. The growing reliance of students on ChatGPT is an indication of learning behavior changing to passive consumption of information instead of active participation in learning. The trend compromises academic honesty and cognitive processes in higher learning institutions.

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