Taiwanese University Students' Preferences for Academic Help-Seeking: Comparing Google and ChatGPT

Core Concepts

University students tend to prefer using ChatGPT over Google for academic help-seeking, driven by the perceived enhancement of problem-solving efficiency. However, the accuracy of information provided by ChatGPT is a concern, leading students to also rely on Google for more objective information.

Abstract

This study employed a mixed-method research design to investigate Taiwanese university students' preferences for online academic help-seeking. The key findings are: University students tend to prefer using ChatGPT over Google for academic help-seeking, reflecting the potential popularity of generative AI (GenAI) in the educational field. However, some students also voiced concerns about the accuracy of information provided by ChatGPT, leading them to rely on Google for more objective information. Machine learning analysis identified three core factors influencing university students' academic help-seeking preferences: ChatGPT fluency: Students with higher perceived fluency in ChatGPT are more likely to use it for academic assistance. ChatGPT distortions: Students with higher levels of ChatGPT distortions (overestimating its capabilities) are more inclined to use ChatGPT for academic help-seeking. Age: Older university students tend to prefer using Google, while younger students are more inclined to use ChatGPT. The qualitative findings further explained the quantitative results. Students emphasized that while ChatGPT offers convenient question-answering and language processing features, Google provides a wider array of information sources, enabling more comprehensive understanding. Therefore, students need to develop critical thinking skills to assess the accuracy and reliability of information from both sources. The study suggests that educators should prioritize cultivating students' critical thinking skills, while technical personnel enhance the reliability of ChatGPT and Google, and explore integrating chat and search functions to achieve an optimal balance.

Stats

"When I use ChatGPT to search for information, it always promptly responds to my queries. In contrast, when using Google for information searches, I can some results that require me to spend time actively filtering to find the information I need." "Although ChatGPT may occasionally make mistakes, its vast knowledge base surpasses mine, and I consider its answers authoritative. It's like having a reliable assistant continually helping me." "When I use ChatGPT to inquire about certain uncertain questions, although its answers sound very smooth, my rationality tells me that I must seek more evidence to support these answers. Therefore, I will switch to using Google for further verification."

Quotes

"When I write papers, I prioritize rigor. In my daily writing, if I come across issues like awkward sentence structure, I usually turn to ChatGPT for assistance. However, when I need to verify factual viewpoints, I prefer using Google to search for literature." "When I use ChatGPT to search for information, it always promptly responds to my queries. In contrast, when using Google for information searches, I can some results that require me to spend time actively filtering to find the information I need." "Although ChatGPT may occasionally make mistakes, its vast knowledge base surpasses mine, and I consider its answers authoritative. It's like having a reliable assistant continually helping me." "When I use ChatGPT to inquire about certain uncertain questions, although its answers sound very smooth, my rationality tells me that I must seek more evidence to support these answers. Therefore, I will switch to using Google for further verification."

Key Insights Distilled From

Google or ChatGPT: Who is the Better Helper for University Students

by Mengmeng Zha... at arxiv.org 05-02-2024

https://arxiv.org/pdf/2405.00341.pdf

Deeper Inquiries

How can educators effectively guide students to use both traditional search engines and GenAI assistants in a more rational and cautious manner?

Educators can play a crucial role in guiding students to use traditional search engines and GenAI assistants more effectively by incorporating the following strategies: Critical Thinking Skills: Educators should prioritize the cultivation of students' critical thinking skills. By teaching students how to evaluate the credibility and reliability of information obtained from both sources, they can empower students to make informed decisions. Media Literacy: Including media literacy education in the curriculum can help students discern between accurate and misleading information. This includes understanding how algorithms work, recognizing bias, and verifying sources. Cross-Validation: Encouraging students to cross-validate information obtained from GenAI tools with traditional search engines can help mitigate the risk of misinformation. By comparing results from different sources, students can develop a more comprehensive understanding of the topic. Ethical Use of AI: Educators should emphasize the ethical use of AI tools and the importance of verifying information before accepting it as accurate. This can help students avoid blindly trusting AI-generated content. Continuous Learning: Providing ongoing education and training on the evolving capabilities and limitations of AI tools can help students adapt to new technologies responsibly.

What are the potential long-term impacts of students' overreliance on GenAI tools like ChatGPT for academic assistance, and how can these be mitigated?

The potential long-term impacts of students' overreliance on GenAI tools like ChatGPT for academic assistance include: Reduced Critical Thinking Skills: Overreliance on AI tools may lead to a decline in students' critical thinking abilities as they become dependent on automated responses without engaging in deep analysis. Misinformation Propagation: Students may inadvertently propagate misinformation if they unquestioningly accept AI-generated content as accurate. Limited Research Skills: Relying solely on AI tools for academic assistance may hinder students' development of research skills, including information retrieval, evaluation, and synthesis. To mitigate these impacts, educators can: Promote Information Literacy: Emphasize the importance of verifying information, checking multiple sources, and critically evaluating the credibility of sources. Encourage Diverse Learning Methods: Encourage students to use a combination of AI tools and traditional research methods to foster a well-rounded approach to learning. Provide Guidance and Support: Offer guidance on how to effectively use AI tools as supplements to traditional research methods rather than replacements.

What innovative approaches could integrate the strengths of both search engines and GenAI tools to provide students with comprehensive and reliable academic support?

Innovative approaches to integrate the strengths of both search engines and GenAI tools for comprehensive academic support include: Hybrid Search Platforms: Developing platforms that combine the search capabilities of traditional search engines with the conversational abilities of GenAI tools. This would provide students with a seamless experience for both information retrieval and interactive assistance. AI-Powered Fact-Checking: Implementing AI algorithms within search engines to fact-check information retrieved from both sources, ensuring accuracy and reliability. Personalized Learning Assistants: Creating personalized AI assistants that can tailor responses to individual student needs, offering targeted support and guidance based on the student's academic requirements. Collaborative Learning Environments: Facilitating collaborative learning environments where students can work together to verify information obtained from both search engines and AI tools, promoting peer learning and critical thinking. Continuous Improvement: Regularly updating and refining AI algorithms to enhance accuracy, reliability, and transparency in providing academic support to students.