A Confirmatory Study on the Impact of ChatGPT Utilization on Critical Thinking Skills and Learning Motivation Among Jambi University Students

Abstract

The advent of generative artificial intelligence technologies, exemplified by ChatGPT, has instigated substantial changes in the learning process within higher education. This study seeks to ascertain the effect of ChatGPT utilization on the critical thinking abilities and learning motivation of students at the University of Jambi. This study employs a quantitative methodology utilizing a confirmatory model grounded in Covariance-Based Structural Equation Modeling (CB-SEM). The research sample comprised 2,027 fifth-semester undergraduate students selected using convenience sampling. The research model satisfied the goodness of fit requirements, indicating that the utilization of ChatGPT positively and significantly influenced students' critical thinking skills. The impact of ChatGPT utilization on learning motivation was negligible. The findings suggest that ChatGPT can function as a learning tool that fosters the development of higher-order thinking skills, although it does not inherently enhance students' learning motivation. This study offers empirical insights into the use of AI technology in higher education, specifically about the efficacy of ChatGPT in enhancing the quality of the learning experience for students.