To Use or Not to Use ChatGPT in Abstracting? AI Usage among Lecturers
DOI:
https://doi.org/10.32528/issh.v3i2.612Keywords:
ChatGPT, academic writing, AI adoption, lecturers, abstractsAbstract
This study delves into the integration of ChatGPT, an advanced AI language model, in academic writing among lecturers in Aceh Province, Indonesia, specifically focusing on its application in crafting article abstracts. Through semi-structured telephone interviews with six lecturers, categorized into different user types, including Enthusiastic, Cautious, Positive, Challenged, Complicated, and Unconfident Users, this research unveils a spectrum of attitudes and experiences regarding AI adoption in scholarly communication. Findings reveal diverse perspectives, ranging from enthusiastic endorsement to cautious apprehension, showcasing the nuanced nature of AI integration in academic writing practices. Enthusiastic users’ express interest in ChatGPT’s potential to boost productivity and simplify abstract writing, while cautious users approach it warily due to concerns about accuracy and plagiarism. Positive users report favorable experiences, commending ChatGPT’s user-friendliness and productivity-enhancing features. Challenged users face issues related to accuracy and language nuances, complicating their adoption experience. Complicated users exhibit mixed feelings, balancing utility with concerns about over-reliance and loss of individual voice. Unconfident users display minimal usage, favoring manual methods for authenticity assurance. These insights highlight the need for tailored support and training programs to address users’ needs and concerns, facilitating effective AI integration while navigating ethical considerations. This study contributes to understanding AI adoption in academic settings, emphasizing the importance of a balanced approach to leverage benefits while addressing limitations and ethical concerns.
Downloads
References
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
Firaina, R., & Sulisworo, D. (2023). Exploring the usage of ChatGPT in higher education: Frequency and impact on productivity. Buletin Edukasi Indonesia, 2(01), 39–46. https://doi.org/10.56741/bei.v2i01.310
Iqbal, N., Ahmed, H., & Azhar, K. A. (2022). Exploring teachers; attitudes towards using ChatGPT. Global Journal for Management and Administrative Sciences, 3(4), 97–111. https://doi.org/10.46568/gjmas.v3i4.163
Jacob, S., Tate, T., & Warschauer, M. (2023). Emergent AI-assisted discourse: Case study of a second language writer authoring with ChatGPT. arXiv:2310.10903. https://doi.org/10.48550/arXiv.2310.10903
Jarrah, A. M., Wardat, Y., & Fidalgo, P. (2023). Using ChatGPT in academic writing is (not) a form of plagiarism: What does the literature say? Online Journal of Communication and Media Technologies, 13(4), e202346. https://doi.org/10.30935/ojcmt/13572
Kamarullah, K., Yusuf, Q., & Meutia, C. I. (2016). The use of Quipper School with computer-assisted language earning (CALL) for teaching ESL writing. First Reciprocal Graduate Research Symposium between Universiti Pendidikan Sultan Idris and Universitas Syiah Kuala, 100, 166–178. http://jurnal.unsyiah.ac.id/EEIC/article/view/15835/11663
Kumar, A. H. (2023). Analysis of ChatGPT tool to assess the potential of its utility for academic writing in biomedical domain. Biology, Engineering, Medicine and Science Reports, 9(1), 24–30. https://doi.org/10.5530/bems.9.1.5
Liu, H., Azam, M., Bin Naeem, S., & Faiola, A. (2023). An overview of the capabilities of ChatGPT for medical writing and its implications for academic integrity. Health Information & Libraries Journal, 40(4), 440–446. https://doi.org/10.1111/hir.12509
Miles, M. B., Huberman, A. M., & Saldana, J. (2018). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.
Mondal, H., & Mondal, S. (2023). ChatGPT in academic writing: Maximizing its benefits and minimizing the risks. Indian Journal of Ophthalmology, 71(12), 3600–3606. https://doi.org/10.4103/IJO.IJO_718_23
Neumann, M., Rauschenberger, M., & Schön, E.-M. (2023). “We need to talk about ChatGPT”: The future of AI and higher education. 2023 IEEE/ACM 5th International Workshop on Software Engineering Education for the Next Generation (SEENG), 29–32. https://doi.org/10.1109/SEENG59157.2023.00010
Nguyen, D. G., & Ha, M.-T. (2022). What makes users continue to want to use the digital platform? Evidence from the ride-hailing service platform in Vietnam. SAGE Open, 12(1), 215824402110691. https://doi.org/10.1177/21582440211069146
Osama, M., & Afridi, S. (2023). ChatGPT: A new era in research writing assistance. Journal of the Pakistan Medical Association, 73(9), 1929–1930. https://doi.org/10.47391/JPMA.9183
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning & Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
