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| Hauptverfasser: | , , , |
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| Format: | Recurso digital |
| Sprache: | |
| Veröffentlicht: |
Zenodo
2024
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| Schlagworte: | |
| Online-Zugang: | https://doi.org/10.5281/zenodo.15723651 |
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Inhaltsangabe:
- <p>This study investigates the digital skills proficiency of 400-level Library and Information Science students and their use of ChatGPT for learning, focusing on associated challenges and the influence of digital skills on effective ChatGPT utilization. Employing a survey research design, a sample of 172 students was selected from a population of 310 using convenience sampling and the Raosoft Sample Size Calculator. Data were collected via a structured questionnaire, validated by professional librarians with a reliability coefficient of 0.79 (Cronbach Alpha), and analyzed using mean scores, standard deviations, and simple linear regression in SPSS-v27. Results indicate that students are highly skilled in identifying credible online sources and moderately proficient with digital tools, frequently using ChatGPT for homework and topic clarification. However, concerns about ChatGPT’s accuracy, relevance, and impact on critical thinking were noted. Digital skills significantly influence ChatGPT use, explaining 42% of the variance. The study concludes that robust digital skills are crucial for maximizing ChatGPT’s educational benefits and recommends that academic institutions enhance digital skills training, promote diverse AI-driven exercises, and integrate digital literacy and AI competency into curricula. </p>