000147634 001__ 147634
000147634 005__ 20260112133203.0
000147634 0247_ $$2doi$$a10.1080/03075079.2024.2323571
000147634 0248_ $$2sideral$$a137873
000147634 037__ $$aART-2024-137873
000147634 041__ $$aeng
000147634 100__ $$0(orcid)0000-0003-0575-375X$$aGao, Lily (Xuehui)$$uUniversidad de Zaragoza
000147634 245__ $$aAsk ChatGPT first! Transforming learning experiences in the age of artificial intelligence
000147634 260__ $$c2024
000147634 5203_ $$aChatbots have transformed educational practices, and ChatGPT represents a significant development in this domain. However, more research is needed to determine how user perceptions influence the overall user experience with ChatGPT. To address this gap, this study investigates the role of ChatGPT, a revolutionary artificial intelligence - (AI)-powered chatbot, in educational settings by investigating its impact on user experience from the perspective of students. It focuses on key perceptions, including human-like personality, human-like empathy, and ChatGPT efforts, and their influence on the user experience. It also explores how ChatGPT's efforts and usage depth affect user credibility, which in turn shapes the overall user experience. Data from 516 students who have used ChatGPT for academic assignments are collected through a questionnaire, and seemingly unrelated regression (SUR) is employed for analysis. The findings contribute to the literature on AI chatbots and user experience in three ways: by offering empirical insights into ChatGPT's role in education, by identifying key perceptions and their impact on user experience, and by capturing multiple dimensions of user experience for the design and implementation of ChatGPT as an educational tool. By shedding light on the interplay between user perceptions and user experience, this study provides valuable guidance for educators and developers aiming to optimize the use of ChatGPT in educational contexts and to ensure its effectiveness as a trustworthy and supportive learning tool
000147634 536__ $$9info:eu-repo/grantAgreement/ES/DGA/Generes Research Group$$9info:eu-repo/grantAgreement/ES/DGA/S54-23R$$9info:eu-repo/grantAgreement/ES/MICINN/PID2020-114874GB-I00$$9info:eu-repo/grantAgreement/EUR/MICINN/TED2021-130861A-I00$$9info:eu-repo/grantAgreement/ES/UZ/PI-DTOST-2023-4938
000147634 540__ $$9info:eu-repo/semantics/closedAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000147634 590__ $$a3.2$$b2024
000147634 592__ $$a1.651$$b2024
000147634 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b84 / 756 = 0.111$$c2024$$dQ1$$eT1
000147634 593__ $$aEducation$$c2024$$dQ1
000147634 594__ $$a11.1$$b2024
000147634 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000147634 700__ $$aLópez-Pérez, María Eugenia
000147634 700__ $$0(orcid)0000-0002-2620-0639$$aMelero-Polo, Iguácel$$uUniversidad de Zaragoza
000147634 700__ $$aTrifu, Andreea
000147634 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000147634 773__ $$g49, 12 (2024), 2772-2796$$pStud. high. educ.$$tSTUDIES IN HIGHER EDUCATION$$x0307-5079
000147634 8564_ $$s2002095$$uhttps://zaguan.unizar.es/record/147634/files/texto_completo.pdf$$yVersión publicada
000147634 8564_ $$s804823$$uhttps://zaguan.unizar.es/record/147634/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000147634 909CO $$ooai:zaguan.unizar.es:147634$$particulos$$pdriver
000147634 951__ $$a2026-01-12-12:40:18
000147634 980__ $$aARTICLE