Final Paper Output - Purposive Communication

Emilian Students' Awareness and Understanding of Chat GPT Open AI 1
Knowledge of Emilian Students About Chat GPT Open AI
Franklin Moris
Ralph Gabriel Lunas
Reinz Lester Mamuyac
Stephen Villaflor
Emilio Aguinaldo College
May 29, 2023
ABSTRACT
This study aims to investigate the knowledge and understanding of Emilian students
regarding Chat GPT, an advanced language model developed by Open AI. The rapid
advancements in artificial intelligence (AI) have introduced innovative technologies that have the
potential to revolutionize human-computer interactions. However, there is a need to assess the
level of awareness and familiarity among students with regard to Chat GPT. The study seeks to
examine Emilian students' perceptions, potential concerns, and overall knowledge of Chat GPT,
providing valuable insights into their preparedness for an AI-driven future.
The research will employ a mixed-methods approach, combining surveys, to collect data
from a representative sample of Emilian students. The survey questionnaire will be designed to
assess students' knowledge of Chat GPT, including their understanding of its capabilities,
applications, and limitations. The survey questionnaire will allow for a more in-depth exploration
of students' perceptions, concerns, and expectations regarding Chat GPT and its potential impact
on various aspects of their lives, such as education, employment, and privacy.
By analyzing the collected data, this study aims to shed light on the level of awareness and
understanding among Emilian students about Chat GPT. The findings will contribute to the
existing literature on AI literacy and education, providing valuable insights for educational
Institutions, Students of EAC, Faculty members, Administration, Emilio Aguinaldo College -
Manila, and Parents to enhance AI literacy initiatives. The research will also help identify any gaps
or misconceptions in students' knowledge that need to be addressed, ultimately facilitating the
development of appropriate educational interventions to equip students with the necessary skills
and knowledge to navigate the AI-driven world effectively.

The significance of this study lies in its potential to bridge the gap in knowledge and
understanding of Chat GPT among Emilian students. By gaining insights into students' perceptions
and concerns, this research aims to facilitate informed decision-making and active participation in
the realm of artificial intelligence. It also highlights the importance of integrating AI literacy into
the educational curriculum to ensure students are adequately prepared for the technological
advancements and societal implications associated with AI.
INTRODUCTION
Background of the Research
Building intelligent machines that can grasp computation and do tasks that need human
intelligence, such as accurate speech and visual recognition, speedy decision-making, and
language translation, is the main goal of artificial intelligence (AI). is to create AI is being used in
our daily lives at an exponential scale. AI is therefore no longer a futuristic idea. AI is increasingly
integrated into healthcare (Topol, 2016). Artificial Intelligence (AI) is a hot topic and the use of AI
in our daily lives is increasing exponentially. The purpose of this study was to assess Turkish
dental students' attitudes and perceptions of AI and to provide information on students' opinions on
the use of AI in dentistry (Yüzbaşıoğlu, 2020). Artificial intelligence (AI) is a branch of science
and engineering concerned with the theory and practice of designing systems that exhibit
properties associated with intelligence in human behavior (Tecuci, 2011). The fundamentals of
using technology to improve student engagement and learning are most relevant to the work of Mr.
Seymour, a mathematician at the Massachusetts Institute of Technology (MIT) who co-founded
the Artificial Intelligence Laboratory with Marvin his Minsky, his Papert. I'm here. This chapter
presents promising theory and practice of using technology as a means to improve educational
outcomes (Marino, 2018). The new catalyst for progress that is driven by innovation is artificial
intelligence. New educational development models and improved education will result from the
merger of artificial intelligence and education. The prerequisites for teaching and developing
platforms for artificial intelligence education are revealed by analyzing the development patterns
of artificial intelligence education in various nations. Technology diversity, individualized
instruction, and intelligent student evaluation are features of artificial intelligence education (Zhao,
2022).
Purpose of the Research
This research paper, titled "Knowledge of Emilian Students About Chat GPT Open AI",
aims to comprehend and learn about the knowledge of the students at Emilio Aguinaldo College -
Manila regarding the app Chat GPT Open AI. At the same time, raising awareness of using
Artificial Intelligence and technology for the safety of the students.
Statement of the Problem
This research paper is about the rapid advancements in artificial intelligence (AI) that have
introduced innovative technologies, such as Chat GPT developed by OpenAI, which has the
potential to revolutionize human-computer interactions. However, there is a need to examine the
level of awareness and understanding among Emilian students regarding Chat GPT. This study
aims to address the gap in knowledge by assessing Emilian students' familiarity, perceptions, and
potential concerns related to Chat GPT.
Specifically, this paper sought answers to the following questions:
1. What are the capabilities of Chat GPT Open Artificial Intelligence?
2. How much do Emilian students understand about the Chat GPT Open AI?
3. In what way can Chat GPT Open AI be useful in schoolwork?
Scope and Delimitation of the Research
This paper covered the discussion on the potential benefits and challenges of utilizing Chat
GPT AI as intelligent student assistants. It contributes the emerging artificial intelligence (AI) the
Chat GPT literature to improve student academic performance and explores the application of Chat
GPT in educational settings, particularly in Emilio Aguinaldo College, with the aim of enhancing
the educational models and adapting to the needs of Emilian students. The study aims to assess
how Chat GPT open AI technology can assist instructors in meeting student needs and contribute
to active learning.
The researchers have retrieved information from primary sources and secondary sources
that include a survey, books, periodicals, and other sources. It focuses on the use of Chat GPT as
intelligent student assistants within the context of higher education institutions. It does not
encompass other forms of technology or educational interventions outside of Chat GPT
applications and the study acknowledges the potential benefits of technology in Emilio Aguinaldo
College, and to Emilian students, it does not explore other technologies' impact or compare them
to Chat GPT usage. The investigation does not include a comprehensive analysis of all aspects of
active learning but primarily emphasizes the role of Chat GPT in promoting Emilian students’
engagement and interest.
Significance of the Research
This research paper will benefit the following sectors:
Students of Emilio Aguinaldo College. The findings of the research will shed light on the
existing level of understanding and awareness of Chat GPT among EAC students. This data may
be utilized to create targeted AI literacy programs at the college level, with the goal of improving
students' comprehension of AI technology, particularly AI-based conversational bots like Chat
GPT. EAC students will be more ready to interact with and use AI technologies in their academic
and professional life if their AI literacy improve.
Faculty Members The research outcomes can influence the development of the curriculum at
EAC, ensuring that AI-related topics are adequately integrated into relevant disciplines. By
incorporating AI education, including Chat GPT, into relevant courses, students can gain a
comprehensive understanding of the technology and its applications. This will equip them with
valuable skills and knowledge that are increasingly sought after in various industries.
Administration. The results of the study might offer administrators useful information on
students' understanding and awareness of Chat GPT and AI technology. This data may help people
make educated decisions on AI literacy initiatives, infrastructure investments, and resource
allocation. Administrators may connect their strategic objectives with the research findings,
ensuring that the institution is well-positioned to meet students’ needs and expectations about AI
education.
Society. The findings might help to increase public knowledge and comprehension of AI
technologies. The general public may obtain insights into the capabilities and limits of AI systems
like Chat GPT by sharing research findings in easily accessible formats like studies, essays, or
public presentations. This can help to develop educated debates, remove myths, and support
responsible AI use in society.
Parents/Guardians. This study will help them to understand the effect of an AI application,
specifically the Chat GPT Open AI on the learnings of their children. The data provided would
help them to assist their children when it comes to using this application safely and responsibly.
Future researchers. This study would be a valuable resource for researchers who want to do a
similar study. If they ever research a subject like this, it will act as their foundation or justification.
This research would also act as a cross-reference for them, providing them with a context or an
outline of media influences.
Definition of Terms
The following terms are vital for this research:
Artificial intelligence. Building intelligent computers that can carry out activities that traditionally
require human intellect is the goal of artificial intelligence (AI), a broad field of computer science.
While there are many different approaches to AI, it is an interdisciplinary discipline, and recent
developments in machine learning and deep learning in particular are causing a paradigm change
in almost every area of the tech industry. (Schroer, 2023)
AI-driven. AI-driven explains a procedure that uses artificial intelligence to power it. AI is ideally
equipped to swiftly produce insights from vast and complicated data sets and evaluate them. AI-
driven experience optimization makes use of the capabilities of AI to test hundreds of different
experiences and quickly pinpoint the best ones. (Evolv AI, 2019)
Human-Computer Interaction. Human-Computer Interaction is characterized as a branch of
research that focuses on creating interactive computer interfaces that meet users' demands in order
to optimize how people and computers interact. The foundations of HCI, as well as its objectives,
value, and examples, are explained in this article. (Kanade, 2022)
Technology-driven innovation. Technology-driven innovation refers to the development of new
technology capabilities together with advancement and idea generation. Technology is not the only
source of innovation. (Walkme, 2021)
GPT. GPT stands for Generative Pre-trained Transformer It refers to a family of language models
developed by Open AI. The GPT models are based on transformer architectures, which are deep-
learning models that excel at understanding and generating text (Radford, 2018)
DISCUSSION
Major Question 1: What are the capabilities of Chat GPT Open Artificial Intelligence?
Chat GPT employs natural language processing to gather knowledge from the web and
provide users with textual responses powered by artificial intelligence to their inquiries and
suggestions. In order to develop a consistent and convincing human voice in response to inquiries
and utterances, these models are trained on enormous text datasets that teach them how to
anticipate the next word in a phrase. produces output like For Chat GPT, the system was fed 570
GB of data containing 300 billion words and had about 175 billion parameters. (Sabzalieva, 2023)
Chat GPT allows you to ask for data, analysis, and even opinions. The algorithm does not take a
firm opinion because its interpretation is based on a statistical examination of billions of
documents on the Internet. the most recent free version of Chat GPT that is right now on the
market. Subsequent versions are expected to have more features, such as the ability to interpret
different data types and more advanced writing capabilities (Valentinti, 2023).
Chat GPT is a chatbot interface for the GPT-3 large language model artificial intelligence
system that generates human-like text in response to user text input (Firat, 2023). It has
exceptional capabilities with writing tasks (Draganic, 2023) and can be used to generate
acceptable scenarios and scripts for teaching, which can be customized and refined with
appropriate prompts (Barman, Saikia, Jamil, 2023). Chat GPT can also be used in writing
manuscripts, creating draft manuscripts, improving the quality of texts, or collating information
(Kohli, 2023). Unlike many AI/ML models, GPT has the capability of 'few-shot,' 'one-shot,' and
'zero-shot' learning, enabling model training with a limited dataset (Sirrianni, Sezgin, Claman,
2022). Chat GPT is a promising tool for open education, as it can improve the independence and
autonomy of autodidactic learners, while also being both practical and adaptable (Firat, 2023).
Finally, Chat GPT can be used to enhance robotic intelligence and predict the future of
personalized medicine (Hasanzad, Patrinos, Sarhangi, 2023).

Chat GPT has a language-based model optimized for human interaction by its developers.
Language models can answer an ever-increasing number of questions and tasks (Pocock, 2023).
The latest version of AI chatbots has trillions of data from which they can derive almost any
information, including taxes, app building, and reasoning (Dorsey, 2023). Some of the most
popular tasks you can do with Chat GPT are writing essays, writing emails, writing imaginative
and creative stories, generating programming code, and more. Chat GPT is able to provide these
answers because it essentially collects information on various topics from across the web and
provides concise and conversational answers (Pocock, 2023).
Adapted from:
Barman, H., Saikia, B., & Jamil, M. (2023). How can chat gpt be helpful in undergraduate medical
education. We had a chat! https://preprints.jmir.org/preprint/47853
Claman, D., Linwood, S. L., Sezgin, E., & Sirrianni, J. W. (2022). Medical text prediction and
suggestion using generative pre-trained transformer models with dental medical notes. Methods
of Information in Medicine. https://doi.org/10.1055/a-1900-7351
Dorsey, D. (2023). What are the benefits and concerns of artificial intelligence? Bay Area experts
weigh in. ABC7 San Francisco. https://abc7news.com/artificial-intelligence-chat-gpt-open-ai-
benefits/13059435/
Draganic, K. (2023). Artificial intelligence. The Nurse Practitioner, 48(4), 6–6.
https://doi.org/10.1097/01.npr.0000000000000023
Firat, M. (2023). How chat gpt can transform autodidactic experiences and open education?
https://doi.org/10.31219/osf.io/9ge8m
Kohli, S. (2023). Using chat gpt to write scientific manuscripts: Frame of reference. Journal of
Contemporary Orthodontics, 7(1), 1–2. https://doi.org/10.18231/j.jco.2023.001
Pocock, K. (2023). What is chat gpt and what is it used for? PC Guide.
https://www.pcguide.com/apps/what-is-chat-gpt/
Sabzalieva, E., Valentinti, A. (2023). Chat gpt and artificial intelligence in higher education. Quick
start guide. https://eduq.info/xmlui/handle/11515/38828
Major Question 2: How much do Emilian students understand about the Chat GPT Open AI?
According to Chart 1, about 75% of Emilian students are aware of Chat GPT, but just half
of them have interacted with it. Almost all of them believe that Chat GPT is a good place to get
information/knowledge. Chat GPT Open AI offers a diverse set of applications and capabilities,
although it is uncertain how much Emilian students are aware of them.
Chart 1
With Chat GPT, you may design learning systems that change instruction according to how
well students succeed and progress. It showed how an adaptive learning system based on
generative chat GPT may help students learn to programming and improve their performance on
programming exams. This study demonstrated that the model could ascertain the student's level of
knowledge and modify the complexity of the questions generated correspondingly. (Chiang, 2023)
In conclusion, as Chat GPT offers tutoring, automatic essay grading, language translation,
interactive learning, and adaptive learning, it may be a beneficial tool for improving teaching and
learning.
Adapted from:
Ansah, L., Anu, D. (2023). Education in the era of generative artificial intelligence: understanding
the potential benefits of chat gpt in promoting teaching and learning.
http://dx.doi.org/10.2139/ssrn.4337484
Major Question 3: In what way can Chat GPT Open AI be useful in schoolwork?
Chat GPT Open AI can be useful in schoolwork in various ways. Firstly, it can transform
autodidactic experiences and open education by providing personalized learning experiences to
students (Firat, 2023). Secondly, it can enhance medical education by providing students with
quick and accurate responses to their queries (Barman, Saikia, & Jamil, 2023). Thirdly, it can
support management research by generating suitable responses to human input text in a
conversational style, making it attractive for laborious written tasks, such as summarizing and
responding to questions (Burger, Kanbach, & Kraus, 2023) Fourthly, it can be used in higher
education institutions to summarize and respond to questions, write scientific manuscripts, and
improve the quality of texts (Tajik, 2023). However, it is important to acknowledge that while it
can aid, it cannot replace human teachers and human interaction (Barman, Saikia, & Jamil, 2023).
Additionally, there are concerns about the nature of Chat GPT-3 use at academic and scientific
levels (Qasem, 2023). Finally, it has shown great potential for many NLP tasks, with applications
in many different domains, including the generation of musical explanations (Krol, Llano,
McCormack, 2022) and performance on free-response, clinical reasoning exams (Strong,
DiGiammarino, & Weng, 2023).
For students who want more support or direction while learning a topic, Chat GPT serves
as a private tutor. Depending on the student's ability, speed, and preferences, you can provide
criticism and support. Additionally, Chat GPT can give clarification on ideas, examples, and
activities. Additionally, Chat GPT can assess student progress and grades in subjects. Create
quizzes, tests, and assignments based on student goals and curriculum. You may also have detailed
feedback or suggestions for improvement. Chat GPT facilitates collaboration between teachers and
students. They can also offer suggestions, insights or perspectives based on the group's goals and
interests (Mohammed, 2023).
Chatbot technology can be an interactive learning media solution, one of which is as a
medium for practicing English conversation while through the two conversation modes provided,
users can practice both spoken and written conversations with the existing error correction features
and self-evaluation features that can help users improve their English conversation skills. (Fitria,
2023) AI technologies offer new tools and applications that have the potential to transform
traditional teaching and learning methods. (Adiguz, Cansu, Kaya, 2023) Such as searching for
information, answering specific questions, enquiring about any topic engaging in open
conversations and discussions writing and editing reports and essays generating software codes
providing tutoring by explaining codes providing samples of data for databases and analysis, and
solving mathematical calculations and statistical analysis, as well as translating texts to other
languages. (Halaweh, 2023) Artificial intelligence is playing a crucial role in the ever-increasing
digitization of society. AI’s capability to automate tasks, process large quantities of data, and
provide predictive insights will increasingly revolutionize various aspects of our daily lives.
(Cooper, 2023)
Adapted from:
Adiguzel, T., Cansu, F. & Kaya, M. (2023). Revolutionizing education with ai: Exploring the
transformative potential of chat gpt. https://doi.org/10.30935/cedtech/13152
Barman, H., Jamil, M. & Saikia, B. (2023). How can chat gpt be helpful in undergraduate medical
education? We had a chat! https://preprints.jmir.org/preprint/47853

Breier, M., Burger, B., Corvello, V., Kanbach, D. K., & Kraus, S. (2023). On the use of ai-based
tools like chat gpt to support management research. European Journal of Innovation Management,
26(7), 233–241. https://doi.org/10.1108/ejim-02-2023-0156
Cooper, G. (2023) Examining science education in chat gpt: An Exploratory study of generative
artificial intelligence. https://doi.org/10.1007/s10956-023-10039-y
Fitria, T. (2023). Artificial intelligence technology in open ai chat gpt application: A review of
chat gpt in writing english essay. https://journal.unnes.ac.id/sju/index.php/elt/article/view/64069
Halaweh, M. (2023). Chat gpt in education: strategies for responsible implementation.
https://doi.org/10.30935/cedtech/13036
Krol, S.J., Llano, M.T., & McCormack, J. (2022). Towards the generation of musical explanations
artificial intelligence in music, sound, art, and design. evomusart 2022. Lecture Notes in Computer
Science, vol 13221. Springer, Cham. https://doi.org/10.1007/978-3-031-03789-4_9
Mohammed, A. (2023). How chat gpt will affect education. Tech in Teach.
https://techinteach.com/how-chat-gpt-will-affect-education/
Qasem, F. (2023). Chat gpt in scientific and academic research: Future fears and reassurances.
Library Hi Tech News. https://doi.org/10.1108/lhtn-03-2023-0043

Strong, E., DiGiammarino, A., Weng, Y., Preetha. B, Poonam. H, Kumar, A., Nevins, A., Kugler,
J., Hom, J., & Chen, J. (2023). Performance of chat gpt on free-response, clinical reasoning exams.
https://doi.org/10.1101/2023.03.24.23287731
Tajik, Elham, & Fatemeh (2023): A comprehensive Examination of the potential application of
chat gpt in higher education institutions. TechRxiv. Preprint.
https://doi.org/10.36227/techrxiv.22589497.v1
Google Form Survey Results explained and discussed.

Chart 1
Based on the Likert scale, “I heard of Chat GPT Open AI before.” The respondents were given
multiple options to choose from, ranging from "Strongly Agree" to "Strongly Disagree".
46.3% of the respondents answered, "Strongly Agree." This indicates that almost half of
the respondents strongly knew the Chat GPT AI before. 26.1% of the respondents answered,
"Agree." This shows that more than one-fourth of the participants heard of Chat GPT AI before.
15.2% of the respondents answered "Neutral." This group of respondents neither agreed nor
disagreed with the statement, stating that this group is unsure of their answer. 9.8% of the
respondents answered, "Disagree." This small percentage of respondents did not hear Chat GPT AI
before. 2.6% of the respondents answered, "Strongly Disagree." This indicates that a very small
fraction of the respondents knew nothing about Chat GPT AI and did not hear about anything at it
at all.
Overall, it can be observed that a majority of respondents (46.3% + 26.1% = 72.4%) either
strongly agreed or agreed with the statement "I heard of Chat GPT Open AI before". However, a
significant portion of respondents (15.2%) expressed a neutral stance, indicating they may not have
a strong inclination either way. A smaller percentage of respondents (9.8% + 2.6% = 12.4%) either
disagreed or strongly disagreed that they heard about Chat GPT AI before.
Chart 2
Based on the Likert scale, “I interacted with Chat GPT Open AI before.” The respondents
were given multiple options to choose from, ranging from "Strongly Agree" to "Strongly
Disagree".
34.8% of the respondents answered, "Strongly Agree." This indicates that more than one-
third of the respondents have already interacted with Chat GPT AI before. 22.8% of the
respondents answered, "Agree." This shows that almost one-fourth of the participants interacted
with Chat GPT AI before. 20.7% of the respondents answered "Neutral." This group of
respondents neither agreed nor disagreed with the statement, stating that this group is unsure of
their answer. 15.2% of the respondents answered, "Disagree." This small percentage of
respondents did not interact with Chat GPT AI before. 6.5% of the respondents answered,
"Strongly Disagree." This indicates that a very small fraction of the respondents has never
interacted with Chat GPT AI before.

strongly agreed or agreed with the statement "I interacted with Chat GPT Open AI before".
However, a significant portion of respondents (20.7%) expressed a neutral stance, indicating they
may not have a strong inclination either way. A smaller percentage of respondents (15.2% + 6.5%
= 21.7%) either disagreed or strongly disagreed that they interacted with Chat GPT Open AI
before.
Chart 3
Based on the Likert scale, “I think using Chat GPT Open AI is a valuable resource for
obtaining information” The respondents were given multiple options to choose from, ranging from
"Strongly Agree" to "Strongly Disagree".
27.2.% of the respondents answered, "Strongly Agree." This indicates that almost one-third
of the respondents strongly think that using Chat GPT Open AI is a valuable resource for obtaining
information. 32.6% of the respondents answered, "Agree." This shows that the majority of the
respondents think that using Chat GPT Open AI is a valuable resource for obtaining information.
31.5% of the respondents answered "Neutral." This group of respondents neither agreed nor
disagreed with the statement, stating that this group is unsure of their answer. 5.4% of the
respondents answered, "Disagree." This small percentage of respondents believed that using Chat
GPT Open AI is not a valuable resource for obtaining information. 3.3% of the respondents
answered, "Strongly Disagree." This indicates that a very small fraction of the respondents
strongly believed that using Chat GPT Open AI is not a valuable resource for obtaining
information.
strongly agreed or agreed with the statement "I think using Chat GPT Open AI is a valuable
resource for obtaining information".
However, a significant portion of respondents (31.5%) expressed a neutral stance,
indicating they may not have a strong inclination either way. A smaller percentage of respondents
(5.4% + 3.3% = 8.7%) either disagreed or strongly disagreed that using Chat GPT Open AI is a
valuable resource for obtaining information.

Chart 4
Based on the Likert scale, “I think Chat GPT Open AI can be useful in various
applications.” The respondents were given multiple options to choose from, ranging from
"Strongly Agree" to "Strongly Disagree".
29.3% of the respondents answered, "Strongly Agree." This indicates that almost one-third
of the respondents strongly believe that ChatGPT can be useful in various applications. 39.1% of
the respondents answered "Agree." This shows that a significant portion of the participants agreed
that ChatGPT has potential for usefulness in different applications. 26.1% of the respondents
answered "Neutral." This group of respondents neither agreed nor disagreed with the statement,
suggesting they may be uncertain about the usefulness of ChatGPT in various applications. 3.3%
of the respondents answered "Disagree." This small percentage of respondents disagreed with the
idea that ChatGPT can be useful in various applications. 2.2% of the respondents answered
"Strongly Disagree." This indicates that a very small fraction of the respondents strongly believe
that ChatGPT is not useful in various applications.

Overall, most respondents (29.3% + 39.1% = 68.4%) agreed or strongly agreed that
ChatGPT can be beneficial in a variety of applications. This indicates that the questioned group
has a generally good impression of Chat GPT's functionality. It is worth mentioning, however, that
a sizable proportion of respondents (26.1%) stated a neutral posture, indicating some amount of
doubt or a lack of a firm opinion.
Chart 5
The purpose of the survey was to get feedback on the safety of utilizing ChatGPT, created
by OpenAI, as a learning tool. The results revealed a diverse spectrum of viewpoints among the 92
respondents. Approximately 20.7% of respondents strongly agreed that ChatGPT is safe to use as a
learning tool, whereas 28.3% agreed. This suggests that nearly half of the participants were
positive about the safety of ChatGPT in an educational setting.
However, a sizable proportion of respondents, around 40.2%, picked the neutral option,
indicating that they were concerned about the safety component. They appear to have neither
agreed nor disagreed with the statement, showing a lack of information or a lack of a strong
viewpoint.
In contrast, 7.6% of respondents disagreed that ChatGPT is safe as a learning tool, while
3.3% strongly disagreed. These percentages suggest a smaller proportion of participants who were
skeptical about ChatGPT's safety in an educational environment.
In conclusion, while a sizable majority of respondents believed that ChatGPT is safe to use
as a learning aid, a sizable proportion voiced ambiguity or disagreement. The survey findings show
the need for additional investigation and explanation of the safety concerns around the use of
ChatGPT as an educational resource.
Chart 6
Based on the question, “Would you be interested in learning more about Chat GPT Open
AI and its capabilities.” We used the Likert scale where the respondents were given multiple
options to choose from, ranging from "Strongly Agree" to "Strongly Disagree".

33.7% of the respondents answered, "Strongly Agree." This indicates that over one-third of
the respondents expressed a strong interest in learning more about ChatGPT and its capabilities.
41.3% of the respondents answered "Agree." This shows that a significant portion of the
participants agreed that they would be interested in learning more about ChatGPT and what it can
do. 15.2% of the respondents answered "Neutral." This group of respondents neither agreed nor
disagreed with the statement, suggesting they may have been unsure or had no strong preference
for learning more about ChatGPT. 5.4% of the respondents answered "Disagree." This small
percentage of respondents expressed a lack of interest in learning more about ChatGPT and its
capabilities. 4.3% of the respondents answered, "Strongly Disagree." This indicates that a very
small fraction of the respondents strongly disagreed with the idea of wanting to learn more about
ChatGPT and its capabilities.
Overall, it can be observed that a majority of respondents (33.7% + 41.3% = 75%) either
strongly agreed or agreed that they would be interested in learning more about ChatGPT and its
capabilities. However, a significant portion of respondents (15.2%) expressed a neutral stance,
indicating they may not have a strong inclination either way. A smaller percentage of respondents
(5.4% + 4.3% = 9.7%) either disagreed or strongly disagreed with the statement, indicating a lack
of interest in learning more about ChatGPT and its capabilities.

Chart 7
In the survey that we conducted, we asked the accuracy of the responses generated by
ChatGPT. In the survey, 42.4% of respondents stated that they were neither satisfied nor
dissatisfied. This suggests that they had a neutral opinion regarding the accuracy and relevance of
the model's responses. It could mean that they neither strongly agreed nor disagreed with the
quality of the answers. This group may have found the responses to be neither particularly accurate
nor inaccurate, or neither particularly relevant nor irrelevant to their queries.
40.2% of the respondents said Neither Satisfied nor Dissatisfied expressed satisfaction with
the responses generated by ChatGPT. This indicates that they found the answers to be reasonably
accurate and relevant to their questions. They likely felt that the model provided useful information
or guidance that met their expectations. 17.4% of the respondents reported a high level of
satisfaction with the responses generated by ChatGPT. They perceived the accuracy and relevance
of the model's answers to be exceptionally good, exceeding their expectations. It indicates that
ChatGPT performed impressively well for them and provided valuable and precise information.
Meanwhile, 3.3% of the respondents expressed dissatisfaction with the responses generated by
ChatGPT. They found the answers to be inaccurate or irrelevant to their queries, suggesting that
the model did not meet their expectations in terms of accuracy and relevance. Furthermore, 2.2%
of this small subgroup reported a high level of dissatisfaction with the responses. They perceived
the accuracy and relevance of the answers generated by ChatGPT to be exceptionally poor, falling
significantly short of their expectations.
In conclusion, the survey results suggest a range of opinions and experiences among
respondents. While a significant proportion expressed satisfaction with ChatGPT's accuracy and
relevance, a portion had a neutral opinion, and a small percentage expressed dissatisfaction or high
dissatisfaction. It's important to consider that individual experiences can vary, and the performance
of ChatGPT can depend on various factors, including the complexity of the questions and the
specific domain or topic being discussed.
Chart 8
Based on the survey results that we provided, on how would they rate regarding to their
experience on ChatGPT Open AI 42.4% of the group of respondents expressed satisfaction with
their ChatGPT experience. They found the model's responses to be generally accurate and relevant,
indicating that ChatGPT met their expectations and provided helpful information.
Neither Satisfied nor Dissatisfied 35.9% of this group had a neutral stance regarding their
ChatGPT experience. They neither felt strongly satisfied nor dissatisfied with the responses. It
suggests that their experience with ChatGPT was mixed, and they may have had varying
perceptions of the accuracy and relevance of the model's answers. 17.4% of This subgroup
expressed a Highly Satisfied with their ChatGPT experience. They found the responses to be
exceptionally accurate and relevant, exceeding their expectations. It indicates that ChatGPT
performed impressively well for them, providing valuable and precise information. 2.2% of this
small percentage of respondents expressed dissatisfaction with their ChatGPT experience. They
found the responses generated by the model to be inaccurate or irrelevant, suggesting that
ChatGPT did not meet their expectations in terms of accuracy and relevance. 2.2% Similarly, this
group reported a high level of dissatisfaction with their ChatGPT experience.
Overall, the survey results reflect a range of satisfaction levels among respondents. While a
significant portion expressed satisfaction and a smaller percentage were highly satisfied, there was
also a notable group that had a neutral opinion. A small percentage expressed dissatisfaction or
high dissatisfaction with their ChatGPT experience. It's important to note that individual
experiences can vary, and factors such as the complexity of questions and specific contexts can
influence perceptions of accuracy and relevance.

Chart 9
According to the survey results, respondents were asked to rate their satisfaction with their
ability to use ChatGPT OpenAI effectively. Here's the ratings and sentiments expressed by our
respondents 39.1% said Satisfied, this group of respondents expressed satisfaction with their
ability to use ChatGPT effectively. They felt confident and capable in utilizing the model, and it
met their expectations in terms of assisting them in achieving their goals or tasks. They likely
found ChatGPT to be a helpful tool in generating accurate and relevant responses.
Neither Satisfied nor Dissatisfied 34.8% of this group indicated a neutral stance regarding
their ability to use ChatGPT effectively. They neither felt strongly satisfied nor dissatisfied. It
suggests that their experience with using the model was mixed, and they may have had varying
levels of success or challenges in achieving their intended outcomes. Highly Satisfied 20.7% of
this subgroup expressed a high level of satisfaction with their ability to use ChatGPT effectively.
They found the model to be a valuable and reliable resource, enabling them to achieve their goals
or tasks effortlessly. They likely had a positive experience and were able to effectively utilize the
features and capabilities of ChatGPT. 3.3% Dissatisfied This small percentage of respondents
expressed dissatisfaction with their ability to use ChatGPT effectively. They faced challenges or
difficulties in utilizing the model, leading to an unsatisfactory experience. It suggests that they
struggled to achieve their intended outcomes or encountered limitations in the model's
functionality. 2.2% Highly Dissatisfied Similarly, this group reported a high level of dissatisfaction
with their ability to use ChatGPT effectively. They experienced significant obstacles or hurdles,
which hindered their effectiveness in utilizing the model. They likely felt that ChatGPT did not
meet their expectations or adequately assist them in their tasks.
Overall, the survey results indicate varying levels of satisfaction with the ability to use
ChatGPT effectively. While a significant portion expressed satisfaction, a notable percentage had a
neutral opinion. There were smaller percentages of highly satisfied, dissatisfied, and highly
dissatisfied respondents. Individual experiences, familiarity with the model, and the specific tasks
attempted can influence satisfaction levels.
Chart 10
To get feedback on my writing or ideas.

54 or (58.7%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to receive
feedback on their writing or ideas. By engaging in conversation with the model, Emilians can
present their written work or share their thoughts and concepts. Chat GPT then provides valuable
insights, suggestions, and alternative perspectives, aiding in improving writing skills and refining
ideas.
To get reliable information on a particular topic.
52 or (56.5%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to obtain
reliable information on a specific topic. With its extensive training and access to a wide range of
knowledge, Chat GPT can provide accurate and up-to-date information to users' queries, helping
them gather insights, learn new things, or find relevant details on a particular subject.
To make a certain task, assignment, or homework
49 or (53.3%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to seek
assistance with a task, assignment, or homework. Emilian can engage in a conversation with the
model, present their specific requirements or questions, and receive guidance, suggestions, or
relevant information to aid them in completing their tasks.
To ask questions and receive informative answers on a wide range of topics.
46 or (50.0%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to ask
questions and receive informative answers on a wide range of topics. This makes it a valuable
resource for gaining insights, learning new information, or satisfying one's curiosity across various
subject matters.
To improve my language skills, including writing, grammar, and vocabulary.
44 or (47.8%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to enhance
language skills, including writing, grammar, and vocabulary. By engaging in conversation with the
model, Emilian can practice their writing abilities, receive suggestions for improving grammar
usage, and expand their vocabulary through exposure to diverse word choices
To assist with research or data analysis.
42 or (45.7%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to receive
assistance with research or data analysis. Emilians can engage in conversation with the model to
gather information, insights, or alternative perspectives on their research topics. Chat GPT's ability
to provide relevant and knowledgeable responses can be valuable for Emilians seeking support in
their data analysis or exploring new avenues for their research.
To generate creative content, such as writing prompts and story ideas
36 or (39.1%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to generate
creative content, such as writing prompts and story ideas. By interacting with the model, Emilians
can spark their imagination, receive suggestions for compelling storylines, or brainstorm unique
concepts.
To test the capabilities of AI language models.
32 or (34.8%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to explore
the model's language understanding, response generation, and contextual reasoning skills. This
enables Emilian to gain insights into the current state of AI technology and its potential
applications in various domains such as natural language processing, conversational interfaces, and
human-computer interaction.
To use as a teaching or learning tool in an educational setting.
30 or (32.6%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to utilize it
as a teaching or learning tool in an educational setting. By interacting with the model, Emilian
students can ask questions, receive explanations, and engage in educational conversations that
enhance their understanding of various subjects.
To seek advice on personal or professional issues.
20 or (21.7%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to seek
advice on personal or professional issues. By engaging in conversation with the model, Emilians
can present their concerns, dilemmas, or challenges and receive guidance, suggestions, or
alternative perspectives.
To have a conversation with an AI
19 or (20.7%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to engage
in a conversation with an AI. Chat GPT provides a unique opportunity for Emilians to interact with
an artificial intelligence language model, ask questions, share thoughts, and receive responses in a
conversational manner.
To have conversations for entertainment or to alleviate loneliness.

17 or (18.5%) / 92 of our Emilian students' respondents said that they use Chat GPT AI to have
conversations for entertainment or to alleviate loneliness. Chat GPT can provide a sense of
companionship and engagement through interactive dialogue, offering Emilian a virtual
conversation partner. This can be particularly beneficial for individuals seeking social interaction,
entertainment, or a way to mitigate feelings of loneliness or isolation.
SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary
The objectives of this research are to know the various aspects of Chat GPT and its
capabilities and explore the application of Chat GPT in educational settings, the purpose of this
paper is to assess the level of awareness and familiarity among the students at Emilio Aguinaldo
College with regard to Chat GPT and examine their perceptions, concerns, and overall knowledge
of the model and acknowledges the potential benefits of technology in Emilio Aguinaldo College,
and to Emilian students. The study focuses on investigating the understanding and knowledge of
students at Emilio Aguinaldo College.
By examining their knowledge and understanding the research provide valuable insights
about their experience and how Chat GPT relate to their perceptions, concerns, and expectations.
Including the potential benefits and challenges of using Chat GPT AI as an intelligent assistant in
educational settings, particularly to the students of Emilio Aguinaldo College the questionnaire is
designed to assess students' knowledge of Chat GPT, including its capabilities, limitations, and
relevancy question is significant because it addresses the need to bridge the gap in knowledge and
understanding of Chat GPT among Emilian students. Understanding their level of awareness and
familiarity with this advanced language model can inform the development of targeted AI literacy
programs and provide insights for educational interventions and education. The findings can
contribute to enhancing AI literacy initiatives in educational institutions and ensure that students
have the knowledge and the necessary skills they need to successfully navigate the AI-driven
environment.
Conclusion
Artificial intelligence (AI) has witnessed remarkable advancements in recent years, leading
to the emergence of innovative technologies that have the potential to revolutionize human-
computer interactions. One such technology is Chat GPT, developed by Open AI, which employs
natural language processing to generate human-like text responses to user inquiries and
suggestions. It has garnered significant attention for its ability to provide informative and
conversational answers on a wide range of topics. However, it is crucial to assess the level of
awareness and understanding among students to ensure that they can effectively utilize and benefit
from this technology. Therefore, this research paper aims to bridge the knowledge gap by
evaluating Emilian students' familiarity, perceptions, and potential concerns regarding Chat GPT.
By addressing the following questions, the study aims to shed light on the capabilities of Chat
GPT, students' understanding of the technology, and its potential applications in schoolwork.
In conclusion, the rapid advancements in artificial intelligence, exemplified by Chat GPT
developed by Open AI, have the potential to revolutionize human-computer interactions. This
research paper aimed to assess Emilian students' familiarity, perceptions, and potential concerns
regarding Chat GPT. The capabilities of Chat GPT were explored, including its ability to generate
human-like text responses through natural language processing and its extensive training on vast
amounts of data. Emilian students showed a moderate level of understanding about Chat GPT,
with most of them being aware of it and considering it a valuable source of information. The study
also highlighted the usefulness of Chat GPT in schoolwork, such as personalized learning
experiences, medical education support, management research assistance, and higher education
tasks. However, it is important to note that Chat GPT cannot replace human teachers and
interaction. Concerns were raised about its use in academic and scientific contexts. Overall, Chat
GPT has shown great potential in various domains and has the capacity to enhance teaching and
learning experiences. As artificial intelligence continues to advance, it is essential to further
explore and address the implications and ethical considerations associated with its widespread use.
Recommendation
This study acknowledges the significant progress in AI, especially in the form of Chat GPT
developed by Open AI, which uses natural language processing to produce text responses that are
human-like and has gained attention for its capacity to provide knowledgeable and engaging
responses on a range of topics. To guarantee that Chat GPT is used and benefited from, the study
emphasizes the value of testing students' awareness and comprehension. According to the study,
most Emilian students are aware of Chat GPT's existence and view it as a reliable source of
information, indicating that they generally have a moderate level of awareness about it.
The capabilities of Chat GPT are examined, including its capacity to produce text
responses that resemble those of humans and its intensive training on enormous amounts of data.
The study also discusses how Chat GPT could be used for academic purposes, namely for
activities related to higher education, medical education, management research, and personalized
learning however, the research paper emphasizes that Chat GPT cannot replace human teachers
and the importance of human interaction in education there are questions raised about the use of
Chat GPT in academic and scientific settings, indicating the need for more investigation and
comprehension of its constraints and ethical issues.
In general our study makes the case that Chat GPT has demonstrated significant promise in
a number of areas and has the potential to improve teaching and learning processes so we advise
greater investigation and examination of the consequences and ethical issues related to artificial
intelligence's widespread use as it develops.
REFERENCES
Ansah, L., Anu, D. (2023). Education in the era of generative artificial intelligence: Understanding
the potential benefits of chat gpt in promoting teaching and learning.
http://dx.doi.org/10.2139/ssrn.4337484
Adiguzel, T., Cansu, F. & Kaya, M. (2023). Revolutionizing education with ai: Exploring the
transformative potential of chat gpt. https://doi.org/10.30935/cedtech/13152
Barman, H., Saikia, B., & Jamil, M. (2023). How can chat gpt be helpful in undergraduate medical
education. We had a chat! https://preprints.jmir.org/preprint/47853
Breier, M., Burger, B., Corvello, V., Kanbach, D. K., & Kraus, S. (2023). On the use of ai-based
tools like chat gpt to support management research. European Journal of Innovation Management,
26(7), 233–241. https://doi.org/10.1108/ejim-02-2023-0156

Claman, D., Linwood, S. L., Sezgin, E., & Sirrianni, J. W. (2022). Medical text prediction and
suggestion using generative pre-trained transformer models with dental medical notes. Methods of
Information in Medicine. https://doi.org/10.1055/a-1900-7351
Cooper, G. (2023) Examining science education in chat gpt: An Exploratory study of generative
artificial intelligence. https://doi.org/10.1007/s10956-023-10039-y
Dorsey, D. (2023). What are the benefits and concerns of artificial intelligence? Bay Area experts
weigh in. ABC7 San Francisco. https://abc7news.com/artificial-intelligence-chat-gpt-open-ai-
benefits/13059435/
Draganic, K. (2023). Artificial intelligence. The Nurse Practitioner, 48(4), 6–6.
https://doi.org/10.1097/01.npr.0000000000000023
Fitria, T. (2023). Artificial intelligence technology in open ai chat gpt application: A review of
chat gpt in writing english essay. https://journal.unnes.ac.id/sju/index.php/elt/article/view/64069
Halaweh, M. (2023). Chat gpt in education: strategies for responsible implementation.
https://doi.org/10.30935/cedtech/13036
Kohli, S. (2023). Using chat gpt to write scientific manuscripts: Frame of reference. Journal of
Contemporary Orthodontics, 7(1), 1–2. https://doi.org/10.18231/j.jco.2023.001

Krol, S.J., Llano, M.T., & McCormack, J. (2022). Towards the generation of musical explanations
artificial intelligence in music, sound, art, and design. evomusart 2022. Lecture Notes in Computer
Science, vol 13221. Springer, Cham. https://doi.org/10.1007/978-3-031-03789-4_9
Mohammed, A. (2023). How chat gpt will affect education. Tech in Teach.
https://techinteach.com/how-chat-gpt-will-affect-education/
Pocock, K. (2023). What is chat gpt and what is it used for? PC Guide.
https://www.pcguide.com/apps/what-is-chat-gpt/
Qasem, F. (2023). Chat gpt in scientific and academic research: Future fears and reassurances.
Library Hi Tech News. https://doi.org/10.1108/lhtn-03-2023-0043
Sabzalieva, E., Valentinti, A. (2023). Chat gpt and artificial intelligence in higher education. Quick
start guide. https://eduq.info/xmlui/handle/11515/38828
Strong, E., DiGiammarino, A., Weng, Y., Preetha. B, Poonam. H, Kumar, A., Nevins, A., Kugler,
J., Hom, J., & Chen, J. (2023). Performance of chat gpt on free-response, clinical reasoning exams.
https://doi.org/10.1101/2023.03.24.23287731
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chat gpt in higher education institutions. TechRxiv. Preprint.
https://doi.org/10.36227/techrxiv.22589497.v1
RESUME/S OF THE AUTHOR/S
Name: Franklin L Moris Jr.

Address: 2348 Legarda Street, Sampaloc Manila.
Email: franklin.morisjr.mnl@eac.edu.ph; bushmoris1@gmail.com
Contact number: +63 960 284 8942
Objectives: To build a long-term career with opportunities for career growth. Enhance my
educational and professional skills in a stable and dynamic workplace and bring my strong sense of
dedication, motivation, and responsibility to Company
Educational Attainment:
August 2022 - Present Emilio Aguinaldo College – Manila
(B.S in Information Technology)
August 2020 – 2022 La Consolacion College Manila
(Information Communication and Technology)
June 2016 – 2020 Victorino Mapa High School
June 2010 – 2016 Juan Luna Elementary School
Training and Seminars attended:
● Revolutionizing Industries with IoT (May 2023)

● A Jumpstart in Phyton Programming (May 2023)
● Networking with Confidence: How Cisco Solutions Can Empower Students in the Post-
Pandemic World (May 2023)
● Insight into Cryptography (December 2022)
● Optimization Algorithm 101 (December 2022)
Honor and Recognitions:
● Dean's Lister 1st Semester A.Y 2022-2023

● Best in JAVA Programming 1st Semester A.Y 2022-2023
Skills:
● Has knowledge, experience, and skills in programming languages such as C, C++, Visual
Basic, Java, and PHP, and creating databases in SQL servers,
● Versatile, disciplined, and willing to do the job overtime; effectively manage pressure,
multitasks, and handles time efficiently.
● Designing websites and systems using HTML and CSS
Character References:
“Available upon request”
Name: Ralph Gabriel P. Lunas
Address: 610-B Bagumbayan St. Sta. Mesa Manila
Contact: 09669106883
Email: lunasgabriel7@gmail.com
Objective: To obtain a challenging position in a dynamic organization where I can utilize my

skills and experience to contribute to the success of the company, while also gaining valuable
experience and opportunities for professional growth.
Educational Attainment:
Primary: Bacood Elementary School

(Elementary) City of Manila (2010-2016)
Secondary: Elpidio Quirino High School

(Junior High School) City of Manila (2016-2020)
Secondary: Elpidio Quirino High School

(Senior High School) City of Manila (2020-2022)
Work Experience:
N/A
Training and Seminars:
● Ready SET Go
● Insight into Cryptography
Awards and Distinctions Received:
N/A
Character References
Name: Reinz Lester B. Mamuyac
Address: 4538 A. Valenzuela ST, Santa Mesa Manila,
Barangay 590 Zone 58
Email: Reinz.lester.mnl@eac.edu.ph; mamuyacreinz0@gmail.com
Contact#: 09684029855
Objectives: Pursuing a good career opportunity in a reputable organization to expand my skills

and abilities will help me gain experience and acquire new sets of knowledge that will contribute
to my personal growth and will help me get a high position in this company where I can contribute
to the success and growth of this company.
Educational Background:
(2022 – 2023) Emilio Aguinaldo College – Manila
(Bachelor of Science in Information of Technology)
(2020 – 2022) La Consolacion College Manila
(Communication Information and Technology)
(2016 – 2020) Victorino Mapa High School
(2010 – 2016) Padre Burgos Elementary School
Training and Seminars Attended:
· Revolutionizing Industries with IoT (May 2023)
· A Jumpstart in Phyton Programming (May 2023)
· Networking with Confidence: How Cisco Solutions Can Empower Students in the Post
Pandemic World (May 2023)
· Insight into Cryptography (December 2022)
· Optimization Algorithm 101 (December 2022)
Honor and Recognitions:
· With Honor – Junior High School
· Top 5 - Junior High School (Best in English)
· Dean’s Lister 1st Semester A.Y 2022 - 2023
Skills:
· Has knowledge, experience and skills in programming languages such as C, C++, C sharp,
Visual Basic, Java, PHP, and Assembly, creating database in SQL server,
· Designing websites and system using HTML and CSS
· Knowledgeable in Microsoft Word, PowerPoint, Excel, Access and Adobe Photoshop
· Flexible, organized, and willing to work overtime, handles pressure effectively, multi-tasks
and manages time efficiently
· Flexibility, Time Management, Good at working as a Team, Has Communication Skills,

Diligent, Hardworking, fast-learner and can work under Pressure .
Character References:
NAME: Stephen Marl B. Villaflor
ADDRESS: Block 5 Lot 14 La Terraza Phase B, Bucandala I,
City of Imus Cavite
EMAIL: Stephenmarl.villaflor.mnl@eac.edu.ph
CONTACT NUMBER: 09683580426
OBJECTIVE: To share my expertise on a specific specialization and to enhance my
existing knowledge for the development of the company.
EDUCATION:
Aug 2022 – Present Emilio Aguinaldo College — Manila
Aug 2020 – 2022 Emilio Aguinaldo College — Cavite

June 2010– 2020 Our Lady of the Pillar Cathedral School
TRAINING AND SEMINARS ATTENDED:
• Kabataang Imuseno Basketball Clinic ( 2019 )
• Imus Youth Leadership
• Development Program ( 2019 )
• Imus Youth Congress Seminar ( 2020 )
• Optimization Algorithm 101 ( 2020 )
HONOR AND RECOGNITION:
• Dean’s lister 1st Semester A. Y 2022 – 2023
• High Honor SHS 2020 – 2022
• Academic Scholarship 2022 – 2023
SKILLS:
• Good at math problems
• Has an expertise on adaptability
• Analytical and on the spot situation
REFERENCE:
Ms. Ricci Mel Batadlan
Hr Manager, SKAFF corporation inc.
Blk 4 Lot 3 Saldevia Bldg, Greenhills Alabang
0953e156620

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Emilian Students' Awareness and Understanding of Chat GPT Open AI 1

Knowledge of Emilian Students About Chat GPT Open AI

Ralph Gabriel Lunas

Reinz Lester Mamuyac

Emilio Aguinaldo College

May 29, 2023

potential to revolutionize human-computer interactions. However, there is a need to assess the

providing valuable insights into their preparedness for an AI-driven future.

on various aspects of their lives, such as education, employment, and privacy.

Institutions, Students of EAC, Faculty members, Administration, Emilio Aguinaldo College -

or misconceptions in students' knowledge that need to be addressed, ultimately facilitating the

and knowledge to navigate the AI-driven world effectively.

advancements and societal implications associated with AI.

Background of the Research

Seymour, a mathematician at the Massachusetts Institute of Technology (MIT) who co-founded

of artificial intelligence education in various nations. Technology diversity, individualized

Purpose of the Research

Artificial Intelligence and technology for the safety of the students.

Statement of the Problem

potential to revolutionize human-computer interactions. However, there is a need to examine the

potential concerns related to Chat GPT.

Specifically, this paper sought answers to the following questions:

1. What are the capabilities of Chat GPT Open Artificial Intelligence?

3. In what way can Chat GPT Open AI be useful in schoolwork?

Scope and Delimitation of the Research

encompass other forms of technology or educational interventions outside of Chat GPT

engagement and interest.

Significance of the Research

This research paper will benefit the following sectors:

students' comprehension of AI technology, particularly AI-based conversational bots like Chat

and professional life if their AI literacy improve.

make educated decisions on AI literacy initiatives, infrastructure investments, and resource

responsible AI use in society.

outline of media influences.

The following terms are vital for this research:

in almost every area of the tech industry. (Schroer, 2023)

Human-Computer Interaction. Human-Computer Interaction is characterized as a branch of

value, and examples, are explained in this article. (Kanade, 2022)

Technology-driven innovation. Technology-driven innovation refers to the development of new

source of innovation. (Walkme, 2021)

firm opinion because its interpretation is based on a statistical examination of billions of

personalized medicine (Hasanzad, Patrinos, Sarhangi, 2023).

provides concise and conversational answers (Pocock, 2023).

education. We had a chat! https://preprints.jmir.org/preprint/47853

of Information in Medicine. https://doi.org/10.1055/a-1900-7351

weigh in. ABC7 San Francisco. https://abc7news.com/artificial-intelligence-chat-gpt-open-ai-

Draganic, K. (2023). Artificial intelligence. The Nurse Practitioner, 48(4), 6–6.

Contemporary Orthodontics, 7(1), 1–2. https://doi.org/10.18231/j.jco.2023.001

start guide. https://eduq.info/xmlui/handle/11515/38828

although it is uncertain how much Emilian students are aware of them.

the potential benefits of chat gpt in promoting teaching and learning.

autodidactic experiences and open education by providing personalized learning experiences to

support management research by generating suitable responses to human input text in a

McCormack, 2022) and performance on free-response, clinical reasoning exams (Strong,

DiGiammarino, & Weng, 2023).

interests (Mohammed, 2023).

Chatbot technology can be an interactive learning media solution, one of which is as a

transformative potential of chat gpt. https://doi.org/10.30935/cedtech/13152

education? We had a chat! https://preprints.jmir.org/preprint/47853

26(7), 233–241. https://doi.org/10.1108/ejim-02-2023-0156

artificial intelligence. https://doi.org/10.1007/s10956-023-10039-y

chat gpt in writing english essay. https://journal.unnes.ac.id/sju/index.php/elt/article/view/64069

Halaweh, M. (2023). Chat gpt in education: strategies for responsible implementation.