CHAT GPT IN STUDENTS’ RESEARCH: INTEGRATION AND IMPACT

Abstract

The transition to research work in higher education presents significant challenges for students, particularly in terms of setting independent goals, analyzing scientific literature, formulating hypotheses, and interpreting results. The use of artificial intelligence tools such as Chat Generative Pre-trained Transformer (Chat GPT) has the potential to mitigate these difficulties by providing individualized support and improving the quality of students' scientific thinking. The purpose of this study is to analyze the possibilities of integrating Chat GPT as an auxiliary tool in the preparation and implementation of students' research papers. The study involved students of the L.N. Gumilyov Eurasian National University aged 17 to 20 years, enrolled in the educational program "6B01511- Computer Science". The study was performed using both quantitative and qualitative methods. A quasi-experimental design with elements of meta-analysis is applied quantitatively. The experimental groups included students using Chat GPT at various stages of research preparation, as well as those who worked with AI in collaboration with their supervisor. The control group consisted of students who performed work according to the traditional methodology. The Chat GPT 3.5 version was used in the experiment. As part of the qualitative analysis, hermeneutic phenomenology was used to study students' perceptions of the role of AI in scientific research. The results showed that Chat GPT contributes to the formation of the logical structure of the study, helps in the formulation of goals, annotations, and interpretations of the results. However, the role of the teacher as a supervisor, mentor, and critical reviewer remains key. It is recommended to use Chat GPT at the stages of literature search, text structuring, and preliminary analysis, while the active participation of the teacher is necessary to assess the scientific novelty and depth of the study of the topic.