Assessment of United Kingdom (UK) further education student perceptions of the significance of ChatGPT on learning experiences in business studies: An integrative literature review

This integrative literature review uses an interdisciplinary approach to synthesise aspects of generative artificial intelligence-related studies from health sciences, meteorology, business, and higher education. The goal is to understand end-user perceptions of GenAI chatbots and integrate these insights into using ChatGPT in technology-enhanced learning (TEL) in teaching business studies courses in the United Kingdom’s (UK’s) further education sector. The study examines the benefits, such as personalised learning and access to knowledge resources, and limitations, like the inability to match human interaction. The review highlights a scarcity of research on student perceptions of GenAI chatbots in the UK. This paper employs an integrative literature review approach, analysing thirty-seven papers from the databases Google Scholar, ERIC, and Lancaster University’s OneSearch. The author identifies five themes: benefits; limitations; factors influencing the effectiveness of GenAI chatbots; perceptions; and human-GenAI interaction. Findings reveal patterns in chatbot use and emphasise the need for further empirical research on student perspectives. The paper argues that understanding student perceptions is important when integrating GenAI tools like ChatGPT in TEL research and the teaching of business. This paper advocates for UK-specific studies to inform TEL researchers, educators, policymakers, and developers within the relevant context.Keywords: generative artificial intelligence (GenAI); Chatbots; ChatGPT; student perceptions; business studies students; artificial intelligence (AI); technology-enhanced learning (TEL); education technology (EdTech); AI in education; AI-driven student engagement; user acceptance of AIPart of the Special Issue Generative AI and education <https://doi.org/10.21428/8c225f6e.0390b853>