A167.
Zhang, C., Rice, R. E., & Wang, L.
H. (2024). College students’ literacy, chatgpt activities,
educational
outcomes and trust from a digital divide perspective. New Media
&
Society. https://doi.org/10.1177/14614448241301741 Supplemental material: https://journals.sagepub.com/doi/suppl/10.1177/14614448241301741/suppl_file/sj-docx-1-nms-10.1177_14614448241301741.docx
Chat
Generative Pre-Trained Transformer (ChatGPT), the conversational AI
released by OpenAI on November 30, 2022, rapidly accrued over 100
million
active users within two months after its initial launch (Halaweh,
2023). In the
context of college education, a recent survey showed that 30% of U.S.
college
students had used ChatGPT to complete written assignments; 60% of those
reported using it for over 50% of their written assignments
(Intelligent,
2023). Some scholars assert that ChatGPT can reduce educational
inequality by
providing low-cost personalized tutoring services and learning
assistance
(Baidoo-Anu et al., 2023; Cotton et al., 2023; Kasneci et al., 2023;
Sallam et
al., 2023). Others are concerned that a digital divide in this domain
may
emerge (Fui-Hoon Nah et al., 2023; Mhlanga, 2023), as digital
innovations often
amplify underlying human and institutional forces, reinforcing existing
inequalities (Toyama, 2011; Van Dijk, 2020). These inequities may occur
in
associations of SES with three levels of the digital divide: skills,
use, and
outcomes (Van Dijk, 2020). Further, trust in ChatGPT may influence
these
relationships. Applying the digital divide framework, this study
explores how
central influences of socioeconomic status and digital and AI literacy
are
associated with engagement in a wide range of reported ChatGPT
uses/activities,
and in turn related to two important educational outcomes, academic
self-efficacy and creativity.
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