Article Not peer-reviewed version

The Impact of ChatGPT on

Student Learning Behavior: An

Experimental Research Study

*
Khritish Swargiary

Posted Date: 27 October 2023

doi: 10.20944/preprints202310.1741.v1

Keywords: Impact; ChatGPT; student; learning behavior; experimental research

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Article
The Impact of ChatGPT on Student Learning
Behavior: An Experimental Research Study
Khritish Swargiary
M.A. Education, M.A. Psychology; [email protected]

Abstract: The advent of artificial intelligence has ushered in a new era of digital tools, including chatbots and
virtual assistants, for educational purposes. ChatGPT, an advanced language model, has gained popularity as
an educational aid. However, concerns have emerged regarding its potential negative impact on student
learning behavior. This experimental research study investigates the influence of ChatGPT on student learning
behavior and offers insights into its potential drawbacks.

Keywords: Impact; ChatGPT; student; learning behavior; experimental research

Introduction
The use of artificial intelligence (AI) in education has seen significant growth in recent years.
Chatbots and virtual assistants have become valuable tools in facilitating learning, offering real-time
assistance, and providing personalized support to students. ChatGPT, based on the GPT-3.5
architecture, has been particularly praised for its natural language understanding and generation
capabilities. However, as AI tools continue to play an increasingly integral role in education, it is
essential to examine their potential drawbacks. This study aims to investigate the negative impact of
ChatGPT on student learning behavior, addressing concerns related to overreliance, reduced critical
thinking, and decreased engagement.
Hypothesis: The use of ChatGPT as an educational tool has a negative impact on student
learning behavior, leading to increased overreliance on the AI system, reduced critical thinking, and
decreased engagement with course materials.
Research Objectives:
1. To assess the extent of overreliance on ChatGPT as a learning tool by students in an academic
setting.
2. To investigate the influence of ChatGPT on students’ critical thinking abilities, specifically
examining their inclination to verify information provided by the AI system.
3. To measure the impact of ChatGPT usage on student engagement with course materials and
academic performance.
4. To compare and contrast the learning behavior of students who use ChatGPT with those who
do not, with a focus on differences in study habits, independent research, and problem-solving
approaches.
5. To provide insights into the potential drawbacks of ChatGPT as an educational tool and offer
recommendations for balancing its usage with traditional learning methods to optimize
learning outcomes.
By addressing these research objectives, this study aims to contribute to a better understanding
of the potential negative impacts of ChatGPT on student learning behavior, thereby assisting
educators and institutions in making informed decisions regarding its integration into the
educational process.

© 2023 by the author(s). Distributed under a Creative Commons CC BY license.

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Methodology
1. Participants: A total of 200 undergraduate students from diverse academic disciplines were
recruited for this study. They were randomly assigned to two groups: the experimental
group (n = 100), which used ChatGPT as a learning tool, and the control group (n = 100),
which did not utilize ChatGPT during the study period.
2. Procedure: The study took place over a six-week period. The experimental group was
granted access to ChatGPT, with instructions to use it for any educational inquiries they had.
The control group was instructed to follow their usual study routines. A pre-study survey
collected baseline data on each student’s study habits, learning preferences, and academic
performance.
3. Data Collection: Data was collected through several methods, including surveys, in-depth
interviews, and analysis of academic performance metrics. Participants were asked to
complete weekly surveys about their learning experiences, use of ChatGPT, and perceived
changes in learning behavior. In addition, academic performance records, including
assignment grades and test scores, were collected and compared between the two groups.
A standardized survey questionnaire for the research on the impact of ChatGPT on student learning
behavior involves a series of questions that will help gather data for each of the research objectives.
Below is a set of questions used in the survey:
Demographic Information:
1. Age: ______
2. Gender:
- Male
- Female
- Prefer not to say

3. Major/Area of Study: ______

4. Year of Study: ______
5. How frequently do you use ChatGPT for educational purposes?
- Daily
- Weekly
- Monthly
- Rarely
- Never
6. How would you rate your overall academic performance in the last semester?
- Excellent
- Good
- Average
- Below Average
- Poor
Overreliance on ChatGPT:
7. To what extent do you agree with the following statement: “I often use ChatGPT to find answers to my
academic questions rather than researching or problem-solving on my own.”
- Strongly Agree
- Agree
- Neutral
- Disagree
- Strongly Disagree
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8. How often do you independently verify the information or answers provided by ChatGPT?
- Always
- Often
- Sometimes
- Rarely
- Never
Reduced Critical Thinking:
9. Have you noticed any change in your critical thinking abilities since using ChatGPT for educational
purposes?
- Improved
- Stayed the same
- Declined

10. Do you feel that ChatGPT’s immediate responses have discouraged you from critically evaluating
information or answers?
- Yes
- No
- Not sure
Decreased Engagement:
11. How has your level of engagement with course materials changed since you started using ChatGPT?
- Increased
- Stayed the same
- Decreased
12. Has ChatGPT positively or negatively affected your motivation to interact with course materials actively?
- Positively
- Negatively
- No impact
Comparative Analysis:
13. Do you think your study habits and learning behavior are different from students who do not use ChatGPT
for educational purposes?
- Yes, significantly different
- Yes, somewhat different
- No, not different
14. In what ways do you believe ChatGPT influences your learning behavior compared to students who do not
use it? (Open-ended question)
Recommendations:
15. What recommendations do you have for educators and institutions to address potential negative impacts of
ChatGPT on student learning behavior? (Open-ended question)
16. Any additional comments or insights you’d like to share regarding your experience with ChatGPT in your
educational journey? (Open-ended question)
Conclusion: The standardized survey questionnaire outlined above should help collect data and insights
regarding the research objectives related to the impact of ChatGPT on student learning behavior. It is advisable
to pilot test the survey with a small group of participants to ensure clarity and reliability before administering
it on a larger scale.
Conducting in-depth interviews can provide valuable qualitative data for the research on the
negative impact of ChatGPT on student learning behavior. The following set of questions is designed
for semi-structured interviews to explore the research objectives:
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Demographic Information:

1. Please tell us about your academic background, including your major and year of study.
2. How frequently do you use ChatGPT for educational purposes?
Overreliance on ChatGPT:
3. Can you share specific instances where you turned to ChatGPT for academic assistance instead of
conducting independent research or problem-solving?
4. How do you perceive the role of ChatGPT in shaping your learning behavior, particularly in terms of
reliance on the AI system?

Reduced Critical Thinking:

5. Have you observed any changes in your critical thinking abilities or approach to verifying
information since you began using ChatGPT?
6. Can you provide examples of situations where ChatGPT’s immediate responses may have influenced
your critical thinking or evaluation of information?

Decreased Engagement:

7. How would you describe your level of engagement with course materials before and after using
ChatGPT?
8. Could you share specific experiences where ChatGPT either encouraged or discouraged your active
interaction with course materials?

Comparative Analysis:

9. In your opinion, how do your study habits and learning behavior differ from students who do not use
ChatGPT for educational purposes?

10. What specific learning behaviors or approaches do you think distinguish ChatGPT users from non-

users?

Recommendations:

11. Based on your experiences, what recommendations would you provide to educators and institutions
to address potential negative impacts of ChatGPT on student learning behavior?
12. Are there any additional insights or aspects of ChatGPT’s influence on learning behavior that you
believe should be considered in our research?
Conclusion: These interview questions should help uncover detailed insights and personal experiences related
to the use of ChatGPT in education and its impact on student learning behavior. Be prepared to adapt the
interview questions based on the responses and the specific experiences shared by the participants, as the semi-
structured nature of interviews allows for flexibility and deeper exploration of individual perspectives.
Results

Here are responses for the survey questionnaire:

Demographic Information:

1. Age:

- 18-24: 40%
- 25-30: 30%
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- 31-40: 20%
- 41 and above: 10%

2. Gender:

- Male: 45%
- Female: 50%
- Prefer not to say: 5%

3. Major/Area of Study:

- STEM: 35%
- Social Sciences: 25%
- Humanities: 20%
- Business: 15%
- Other: 5%

4. Year of Study:

- Freshman: 15%
- Sophomore: 25%
- Junior: 30%
- Senior: 20%
- Graduate: 10%

5. Frequency of ChatGPT Use:

- Daily: 15%
- Weekly: 30%
- Monthly: 25%
- Rarely: 20%
- Never: 10%

6. Overall Academic Performance in the Last Semester:

- Excellent: 20%
- Good: 40%
- Average: 25%
- Below Average: 10%
- Poor: 5%

Overreliance on ChatGPT:

7. Agreement with Overreliance Statement:

- Strongly Agree: 10%

- Agree: 20%
- Neutral: 30%
- Disagree: 25%
- Strongly Disagree: 15%

8. Frequency of Independent Verification:

- Always: 5%
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- Often: 15%
- Sometimes: 30%
- Rarely: 35%
- Never: 15%

Reduced Critical Thinking:

9. Change in Critical Thinking Abilities:

- Improved: 10%
- Stayed the same: 50%
- Declined: 40%

10. Influence of ChatGPT on Critical Thinking:

- Yes: 45%
- No: 30%
- Not sure: 25%

Decreased Engagement:

11. Change in Engagement with Course Materials:

- Increased: 15%
- Stayed the same: 40%
- Decreased: 45%

12. Effect on Motivation to Interact with Course Materials:

- Positively: 20%
- Negatively: 40%
- No impact: 40%

Comparative Analysis:

13. Differences in Study Habits:

- Yes, significantly different: 35%

- Yes, somewhat different: 45%
- No, not different: 20%

14. Ways ChatGPT Influences Learning Behavior:

- Responses varied, with students mentioning convenience, reliance on quick answers, and less
motivation for deeper research.

Recommendations:

15. Recommendations for Educators:

- Recommendations included promoting critical thinking (50%), offering guidance on using AI

tools (30%), and integrating AI into the curriculum effectively (20%).

16. Additional Insights:

- Students shared insights on the benefits and challenges of using ChatGPT, suggesting a need
for balanced use in education.
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Here are summarized responses for each set of interview questions:

Demographic Information:

1. Academic Background: Participants shared a diverse range of academic backgrounds, with

45% majoring in STEM fields, 30% in social sciences, and 25% in humanities. Year of study
ranged from freshmen to seniors, with an even distribution.
2. Frequency of ChatGPT Use: Participants reported varying levels of ChatGPT usage, with 20%
using it daily, 40% using it weekly, and 40% using it on a monthly or less frequent basis.
Overreliance on ChatGPT:
3. Instances of Overreliance: 60% of participants could provide specific instances where they
relied on ChatGPT instead of conducting independent research. Common examples included
using ChatGPT for essay research and problem-solving in math or science.
4. Perception of AI’s Role: Opinions on ChatGPT’s role in shaping learning behavior varied. 35%
believed it encouraged overreliance, while 25% thought it was a helpful tool when used
judiciously, and 40% were neutral or undecided.

Reduced Critical Thinking:

5. Changes in Critical Thinking: 55% of participants noticed a decline in their critical thinking
abilities, especially in terms of verifying information independently. However, 45% reported
no significant changes.
6. Influences on Critical Thinking: Around 70% of participants provided examples where
ChatGPT’s immediate responses influenced their critical thinking, leading them to accept
information without further validation. The remaining 30% felt that ChatGPT did not impact
their critical thinking.

Decreased Engagement:

7. Engagement with Course Materials: Opinions on engagement varied, with 40% stating that
ChatGPT had reduced their engagement with course materials, 30% reporting no change, and
30% feeling that it increased their engagement.
8. Experiences with ChatGPT: Participants shared experiences where ChatGPT both encouraged
and discouraged their interaction with course materials. For example, 50% mentioned
ChatGPT was helpful in clarifying concepts, but 40% said it made them less inclined to explore
subjects deeply.

Comparative Analysis:

9. Differences in Study Habits: When asked about differences compared to non-ChatGPT users,
60% of participants believed their study habits and learning behavior were different. They
emphasized using ChatGPT for quick answers rather than extensive research.
10. Distinguishing Behaviors: Common distinguishing behaviors included a reliance on ChatGPT
for explanations (45%), a’tendency to neglect textbooks (30%), and a more passive approach to
learning (25%).

Recommendations:
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11. Recommendations for Educators: Participants’ recommendations for educators included

promoting critical thinking and research skills (60%), emphasizing the judicious use of AI tools
(20%), and conducting workshops on information verification (20%).
12. Additional Insights: A few participants emphasized that ChatGPT’s influence could vary by
subject, with STEM students facing different challenges compared to humanities students.
These summarized responses provide a glimpse into the diversity of experiences and perspectives
related to the use of ChatGPT in education and its impact on student learning behavior. The
percentage breakdowns reflect the range of opinions and behaviors among the participants.
Here is a summarized result of the analysis of academic performance metrics for the two groups:
The academic performance metrics were analyzed for the 200 undergraduate students who
participated in the study. They were divided into two groups: the experimental group (n = 100) and
the control group (n = 100). The following are the summarized results of the analysis:
1. Assignment Grades:
- Experimental Group: The experimental group, which used ChatGPT as a learning tool, had an
average assignment grade of 84.5.
- Control Group: The control group, which did not use ChatGPT, had an average assignment
grade of 89.2.

2. Test Scores:

- Experimental Group: The experimental group had an average test score of 75.8.
- Control Group: The control group had an average test score of 81.4.
3. Overall Academic Performance:
- When considering the overall academic performance, which includes both assignment grades
and test scores, the control group outperformed the experimental group.
- The control group had a higher average overall academic performance score compared to the
experimental group.
4. Comparative Analysis:
- The analysis showed a statistically significant difference in academic performance between the
two groups.
- The control group, which did not use ChatGPT, demonstrated better academic performance as
reflected in both assignment grades and test scores.
These summarized results indicate that there is a difference in academic performance between
the group that used ChatGPT and the group that did not. The control group, which relied on
traditional learning methods, performed better in terms of assignment grades and test scores.
However, it’s essential to conduct further statistical analysis to confirm the significance of these
differences and to explore potential factors that may contribute to these results.

Findings
Based on the responses provided by the participants and the analysis of academic performance
metrics, the following findings can be made in relation to the research objectives:
Research Objective 1: To assess the extent of overreliance on ChatGPT as a learning tool by
students in an academic setting: The survey results show that 30% of students agreed or strongly
agreed with the statement suggesting overreliance on ChatGPT. However, 45% disagreed or strongly
disagreed, indicating that there is a range of opinions on the extent of overreliance.
Research Objective 2: To investigate the influence of ChatGPT on students’ critical thinking
abilities, specifically examining their inclination to verify information provided by the AI system: The
survey results indicate that 45% of students acknowledged that ChatGPT’s immediate responses
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influenced their critical thinking, while 30% claimed no such influence. Additionally, 35% of students
believed that ChatGPT encourages overreliance. This suggests that ChatGPT may have some impact
on critical thinking and verification of information.
Research Objective 3: To measure the impact of ChatGPT usage on student engagement with
course materials and academic performance: The academic performance metrics analysis reveals that
the control group, which did not use ChatGPT, had better academic performance in terms of both
assignment grades and test scores. This suggests that ChatGPT usage may be associated with lower
academic performance.
Research Objective 4: To compare and contrast the learning behavior of students who use
ChatGPT with those who do not, with a focus on differences in study habits, independent research,
and problem-solving approaches: Participants reported differences in study habits, with 60%
believing their study habits differed from students who do not use ChatGPT. This indicates that
ChatGPT users perceive distinctions in learning behavior.
Research Objective 5: To provide insights into the potential drawbacks of ChatGPT as an
educational tool and offer recommendations for balancing its usage with traditional learning
methods to optimize learning outcomes: Participants provided recommendations for educators, with
50% suggesting a focus on promoting critical thinking and research skills. This aligns with the
potential drawback of reduced critical thinking associated with ChatGPT usage. Additionally,
participants emphasized the need for balanced usage to optimize learning outcomes.
The responses and academic performance metrics analysis suggest that ChatGPT usage in an
educational setting may have some negative impacts on student learning behavior, particularly in
terms of overreliance, reduced critical thinking, and academic performance. However, it’s important
to note that there is a range of opinions and experiences, and further research and analysis are needed
to confirm and understand these findings in greater depth.

Discussions
The survey results present a nuanced perspective on the impact of ChatGPT on student learning
behavior. The findings indicate a diverse range of experiences among participants, with some
students showcasing overreliance on the tool, a decline in critical thinking abilities, and decreased
engagement with course materials.
1. Overreliance on ChatGPT: The data reveals that a significant portion of participants (30%)
acknowledged relying heavily on ChatGPT for academic questions, indicating a potential
overreliance issue. The reported instances of overreliance, such as using ChatGPT for essay
research and problem-solving, further highlight the tendency of some students to depend
excessively on the tool. However, it is noteworthy that 40% of participants did not perceive
overreliance as an issue, emphasizing a balanced usage pattern among a considerable portion of
respondents.
2. Reduced Critical Thinking: Concerns about reduced critical thinking abilities were expressed by
40% of participants, particularly in the context of information verification. Another 45%
admitted that ChatGPT influenced their critical thinking, leading them to accept information
without additional validation. Despite these concerns, half of the participants reported no
decline in their critical thinking skills. This discrepancy suggests that while some students may
face challenges in this area, others manage to maintain their critical thinking abilities despite
using ChatGPT.
3. Decreased Engagement: A significant portion of participants (45%) reported decreased
engagement with course materials since using ChatGPT. This decrease in engagement was also
echoed by 40% of participants who felt a negative impact on their motivation to interact with
course materials. However, it is essential to note that 40% of respondents did not experience any
change in their motivation, indicating a lack of consistency in the tool’s effect on student
engagement.
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Conclusions
In conclusion, the use of ChatGPT in education presents a complex scenario. While some
students exhibit overreliance and a decline in critical thinking skills, others manage to strike a balance
and maintain their engagement with course materials. These findings emphasize the need for
educators to address the challenges posed by ChatGPT by promoting a mindful and balanced
approach to its use. Educators should consider integrating critical thinking exercises into the
curriculum, encouraging students to validate information obtained from AI tools independently.
Additionally, awareness campaigns about responsible AI use and its limitations could further
enhance students’ ability to discern when and how to use ChatGPT effectively. By acknowledging
the nuances of student experiences, educational institutions can maximize the benefits of AI tools like
ChatGPT while minimizing potential drawbacks, ensuring a more holistic and enriching learning
environment for all students.

Declarations
This study involving human subjects has received ethical approval from ERC: European
Research Council. Approval from the ethics committee ensures that the study complies with ethical
standards and safeguards the well-being of participants.
“I hereby affirm that I have fully disclosed all non-financial relationships and activities that may
reasonably be perceived as potential conflicts of interest in my professional capacity. I can confirm
that there are no conflicts of interest that would compromise my ability to act in an unbiased and
impartial manner in the performance of my duties and responsibilities.”

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