A Comprehensive Inquiry into the Use of ChatGPT Examining General, Educational, and Disability-Focused Perspectives

Abstract

The study delved into perspectives regarding the use of ChatGPT across diverse contexts, exploring general, educational, and disability-focused viewpoints. The study comprised 71 individuals who were recruited from a higher education institution and completed an online survey consisting of the Demographic Questionnaire and the Use of ChatGPT Questionnaire. The study aimed to investigate general perspectives, educational perspectives, disability-focused perspectives, the outlooks on the effects on ChatGPT on specific proficiencies, willingness to use and recommend ChatGPT, and comparison among three views. The findings indicated that the possession of a mixed tone, praising ChatGPT’s usefulness while expressing concern about its possible misuse and overuse, was reaffirmed across various contextual perspectives. The opinions on its impact similarly mirrored its mixed tone and prompted a debate about employing ChatGPT as a supplement versus a substitute for genuine effort. The comparison of three contextual perspectives indicated that disability-specific perspectives exhibited a more optimistic viewpoint. The manifestation of hesitance to use and recommend ChatGPT and a multitude of neutral responses suggested that the use of ChatGPT is still experimental and in its trial phase, and perspectives may shift with broad adoption. Finally, the study highlighted the need for ongoing and continuous investigations to empirically and systemically explore the utilization of ChatGPT.

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