ChatGPT: Hero or Villain? Comparative Evaluation by Canadian High School Students and Teachers

Michael Kotchetkov; Charles Trevor

doi:10.53103/cjess.v5i3.364

Authors

Michael Kotchetkov Barrie North Collegiate Institute, Canada
Charles Trevor Barrie North Collegiate Institute, Canada

DOI:

https://doi.org/10.53103/cjess.v5i3.364

Keywords:

ChatGPT, Artificial Intelligence, High School, Teacher, Survey

Abstract

Background: Since its release at the end of 2022 ChatGPT use has become very popular for students and teachers; however, there are no clear instructions on whether it should be banned or allowed for high school-related activities. We assessed the extent, areas, and expectations of current ChatGPT use and evaluated concerns viewed by students and teachers in high school. Methods: Two surveys for high school students and teachers were created. Informed consent obtained from all participants before they completed the survey. Results: Total of 165 responses from students and teachers were analyzed. Both groups have similar familiarity (~80%) with ChatGPT. Study assistance was the most agreeable domain for all groups. Only about 10% viewed that ChatGPT should be banned. Reduced critical thinking ability and learning motivation; inaccuracy output, ethical dilemmas were viewed as the most common ChatGPT disadvantages. Most students and teachers agreed on <25% of ChatGPT allowance in school-related tasks. 40-50% of students and teachers viewed the need for guidelines on proper ChatGPT use. Conclusions: ChatGPT can be both a hero and a villain. There is an urgent need to have clear school ChatGPT guidelines and teaching its correct use in high school setting.

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