Abstract
The study delved into
perspectives regarding the use of ChatGPT across diverse contexts, exploring
general, educational, and disability-focused viewpoints. The study comprised 71
individuals who were recruited from a higher education institution and completed
an online survey consisting of the Demographic Questionnaire and the Use of
ChatGPT Questionnaire. The study aimed to investigate general perspectives,
educational perspectives, disability-focused perspectives, the outlooks on the
effects on ChatGPT on specific proficiencies, willingness to use and recommend
ChatGPT, and comparison among three views. The findings indicated that the
possession of a mixed tone, praising ChatGPT’s usefulness while expressing
concern about its possible misuse and overuse, was reaffirmed across various
contextual perspectives. The opinions on its impact similarly mirrored its
mixed tone and prompted a debate about employing ChatGPT as a supplement versus
a substitute for genuine effort. The comparison of three contextual perspectives
indicated that disability-specific perspectives exhibited a more optimistic
viewpoint. The manifestation of hesitance to use and recommend ChatGPT and a
multitude of neutral responses suggested that the use of ChatGPT is still
experimental and in its trial phase, and perspectives may shift with broad
adoption. Finally, the study highlighted the need for ongoing and continuous
investigations to empirically and systemically explore the utilization of
ChatGPT.
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