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Since generative tools of Artificial Intelligence appeared in education, ongoing discussion arose. Still, higher education institutions argue if generative tools can be used, and if yes, what exactly can be accepted. The purpose of this study is to investigate for what exactly students use the generative tool Chat GPT in their studies, as well as to determine if there is a statistically significant difference between students representing different fields of study in terms of usage of Chat GPT in general, as well as in evaluation of the knowledge. The objectives of the study are to research recent scientific findings, as well as to analyze the results of the survey created by authors, which was distributed in Latvia, Lithuania, Ukraine, Bulgaria and Uzbekistan. Methods of the study are analysis of the recent findings and statistical analysis of the survey. To test hypotheses, the authors employed the Kruscal-Wallis non-parametric test for both hypotheses, where authors tested if there are statistically significant differences between answers of students from different education fields. The final results highlight the use of Chat GPT by students in higher education.
Mironova et al. (Fri,) studied this question.