Personalized Use of ChatGPT and Its Association with Autonomous Learning among University Students

This study examined the association between personalized use of ChatGPT and autonomous learning among university students. A quantitative, non-experimental, cross-sectional, correlational study was conducted with 500 students from an Ecuadorian higher education institution. Two questionnaires were administered to assess the perceived personalization of ChatGPT use and autonomous learning. The results showed a positive and statistically significant association between the two variables (ρ = 0,61; p < 0,001). Likewise, content personalization (ρ = 0,54), learning-process personalization (ρ = 0,46), and interaction personalization (ρ = 0,49) showed moderate associations with autonomous learning. The findings indicate that higher perceived levels of personalization tend to coexist with higher levels of academic autonomy; however, the study design does not permit causal inferences.