STUDENTS' PERSPECTIVES ON CHATGPT: AN EXPLORATION OF PERCEPTIONS

This master’s thesis represents a meticulous scholarly endeavor meticulously crafted to illuminate the multifaceted perspectives of Indian students enrolled in MBA, B.Tech, BBA, and B.Com programs regarding the integration of ChatGPT within the academic landscape. Positioned at the intersection of technology and education, this research aims to provide a comprehensive understanding of students’ viewpoints, experiences, and perceptions concerning ChatGPT—an advanced language model renowned for its potential to revolutionize learning environments. Adopting a meticulous mixed-methods research approach, this study embarks on a journey to delve into the intricate nuances of students’ interactions with ChatGPT, encompassing facets such as usability, impact on learning experiences, and overall satisfaction. Through meticulously structured surveys and in-depth interviews meticulously tailored to capture the diverse array of perspectives held by students, the research methodically collects and analyzes data to unveil the underlying factors shaping students’ perceptions. By rigorously examining the data gleaned from these methodologies, the study aspires to unravel the complexities inherent in students’ engagement with ChatGPT, thereby offering invaluable insights into the implications of its integration into the Indian higher education landscape. As such, this thesis serves as a pivotal contribution to the scholarly discourse surrounding the responsible adoption and implementation of advanced language models in educational settings. In essence, this research endeavors to inform decision-makers, educators, and stakeholders about the transformative potential of ChatGPT within the realm of higher education. Through its meticulous examination of students’ perspectives, the thesis seeks to facilitate informed decision- making, foster meaningful dialogue, and ultimately drive positive change in educational practices, leading to enhanced learning experiences and acade