ChatGPT on STEM 12 Students’ Perception, Motivation, Engagement and Understanding Graphs in Kinematics: An Exploration.

The study explores the utilization of ChatGPT on STEM 12 students’ perception, motivation, engagement, and understanding graphs in kinematics. Specifically, it aims to determine the level of students’ perception of ChatGPT’s usefulness, ease of use, attitude towards using ChatGPT, behavioral intention to use ChatGPT, credibility, social influence, and privacy and security before and after its use. It also seeks to assess the influence of ChatGPT on students’ motivation, engagement, and pretest and post-test scores in learning kinematics graphs. Furthermore, the study investigates the relationship between students’ perception, motivation, and engagement and their understanding of kinematics graphs. Finally, it explores the views and perceptions of students on the use of ChatGPT. The study utilized a convergent-parallel mixed methods design combined with one-group pretest-posttest methodology, involving 99 students. The results revealed positive modifications in the students’ perceptions regarding ease of use and attitudes toward ChatGPT. Motivation did not alter significantly, while engagement was highly improved in most of the behavioral and social dimensions. More importantly, students’ understanding of kinematics concepts presented a strong improvement after the intervention with the use of ChatGPT. A highly significant relationship existed between engagement and understanding, which suggests that an active participation style may have had an indirect positive effect on learning. In contrast, perception and motivation did not indirectly influence understanding. These findings highlight the possibility of ChatGPT as a valuable learning tool, while, at the same time, placing emphasis on careful integration and further study in the face of its limitations and to optimize the effectiveness of the tool in educational settings.