Page 12 - IJSA, Vol. 7, No 1, 2024

International Journal of Science Annals, Vol. 7, No. 1, 2024
рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa

Table 2
Comparative Characteristics of Higher Education Stakeholders’ Use of Artificial Intelligence-Based Chatbots to Prepare
for Classes or Complete Assignments at Their College/University

Higher Answer to question B Total
education Positive Negative
stakeholders people % people % people %
Students 248 68.3 115 31.7 363 100.0
Male 121 33.3 54 14.9 175 48.2
Female 127 35.0 61 16.8 188 51.8
Faculty 176 41.4 249 58.6 425 100.0
Male 81 19.1 117 27.5 198 46.6
Female 95 22.4 132 31.1 227 53.4
Total 424 53.8 364 46.2 788 100.0
Male 202 25.6 171 21.7 373 47.3
Female 222 28.2 193 24.5 415 52.7

Table 3
Comparative Characteristics of the Processing of the Results Returned by the Generative Chatbot at the Request of Higher
Education Stakeholders
Higher Answer to question C Total
education Positive Negative
stakeholders people % people % people %
Students 247 68.0 116 32.0 363 100.0
Male 124 34.2 51 14.0 175 48.2
Female 123 33.9 65 17.9 188 51.8
Faculty 161 37.9 264 62.1 425 100.0
Male 88 20.7 110 25.9 198 46.6
Female 73 17.2 154 36.2 227 53.4
Total 408 51.8 380 48.2 788 100.0
Male 212 26.9 161 20.4 373 47.3
Female 196 24.9 219 27.8 415 52.7

The results showed that 84.8% (668 people) of the The comparative characteristics of stakeholders showed
stakeholders have the possibility of hybrid (face-to- that 86.8% (315 people) of students, including 38.8%
face/distance) learning in their college/university, (141 people) males and 47.9% (174 people) females,
including 40.5% (319 people) males and 44.3% (349 and 83.1% (353 people) of faculty, including 41.9%
people) females. Only 15.2% (120 people), of whom (178 people) males and 41.2% (175 people) females, use
6.9% (54 people) were male and 8.4% (66 people) were hybrid (face-to-face/distance) learning in their
female, do not use hybrid learning. college/university. Only 13.2% (48 people) of students,
53.8% (424 people), including 25.6% (202 people) of whom 9.4% (34 people) were male and 3.9% (14
males and 28.2% (222 people) females, use artificial people) were female, and 16.9% (72 people) of faculty,
intelligence-based chatbots to prepare for classes or of whom 4.7% (20 people) were male and 12.2% (52
complete assignments at their college/university. people) were female, do not use hybrid learning.
A negative answer to question B was given by 46.2% The comparative characteristics of higher education
(364 people) of the stakeholders, of whom 21.7% (171 stakeholders who use of artificial intelligence-based
people) were male and 24.5% (193 people) were female. chatbots to prepare for classes or complete assignments
Overall, the results returned by generative chatbots are at their college/university showed that 68.3% (248
edited by 51.8% (408 people) of stakeholders, including people) of students, of whom 33.3% (121 people) were
26.9% (212 people) men and 24.9% (196 people) male and 35.0% (127 people) were female, use of AI-
women. Slightly less than half of the stakeholders based chatbots. Consequently, 31.7% (115 people) of
(48.2% or 380 people) do not edit the results, of whom the students do not, including 14.9% (54 people) males
20.4% (161 people) were male and 27.8% (219 people) and 16.8% (61 people) females.
were female. A different trend is observed among faculty. Only
The comparative characteristics of the use of artificial 41.4% (176 faculty), including 19.1% (81 people) males
intelligence-based chatbots by stakeholders of higher and 22.4% (95 people) females, use artificial
education (students and university faculty) at their intelligence-based chatbots to prepare for classes or
college/university are shown in Figures 1–3. complete assignments at their college/university.

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