Harnessing the integration of chat GPT in higher education: the evaluation of stakeholders sentiments using NLP techniques

Abstract

Abstract Educational settings are gradually adopting Chatgpt for various purposes, but the effects it generates for different users have not received enough attention. This research study aims to fill a gap in the existing literature by evaluating the perceived attitudes of participants, including teachers, students, and administrators, towards the use of Chatgpt in learning. We employed a convenience sampling approach to gather data from 500 participants, which included 200 students, 150 teachers, and 150 administrators from various research settings. We collected data through structured interviews and social media analysis and conducted sentiment analysis using text mining and natural language processing (NLP). We found that 72% of students, 63% of teachers, and 75% of administrators have a positive attitude towards Chatgpt, whereas 18, 22, and 17% have a neutral attitude, and 10, 15, and 8% have a negative attitude towards it. We employed supervised learning techniques in sentiment classification and sentiment analysis methods such as VADER and Text Blob. These results demonstrate a high overall acceptance rate and particularly high positive sentiment among administrators and students, potentially due to their high interest in the tool’s potential to enhance educational experiences and administrative processes. This research is unique because it focuses on multiple stakeholders and combines quantitative survey results with qualitative data from social media. The findings provide relevant recommendations for legislative and educational bodies that intend to incorporate AI-transforming tools, Chatgpt, into curricula and management systems. The high positive score indicates that most educational stakeholders are willing and keen to adopt artificial intelligence (AI) technologies in their institutions.

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