It Helps with Crap Lecturers and Their Low Effort: Investigating Computer Science Students’ Perceptions of Using ChatGPT for Learning

This study explores how computing science students (n = 335) use ChatGPT, their trust in its information, their navigation of plagiarism issues, and their confidence in addressing plagiarism and academic integrity. A mixed-methods approach was used, combining quantitative survey data with a qualitative thematic analysis of student comments to provide a comprehensive understanding of these issues. The findings reveal that ChatGPT has become integral to students’ academic routines, with 87.8% using it weekly with variable frequency. Most students (70.3%) believe the university should allow ChatGPT use, and 66.6% think it is fair to use it for academic purposes despite 57.4% distrusting its information. Additionally, 53.8% worry about accidentally plagiarising when using ChatGPT. Overall, students have moderate confidence in addressing these academic integrity issues, with no differences between undergraduate and postgraduate students. Male students reported higher confidence in handling plagiarism and academic integrity issues than female students, suggesting underlying differences in how students perceive and interact with generative AI technologies. A thematic analysis of 74 student comments on their ChatGPT experience revealed four themes: (a) Usage and Role of ChatGPT, (b) Ethical and Responsible Use, (c) Limitations and Accuracy, and (d) Impact on Education and Need for Clear Guidelines. This study contributes to the ongoing debate on accepting and using ChatGPT, highlighting the need for institutions to provide clear guidelines and ethical considerations to ensure responsible use within educational contexts.