Embracing AI Assistants: Unraveling Young Researchers’ Journey with ChatGPT in Science Education Thesis Writing

Artificial intelligence (AI) technologies, especially language models like ChatGPT, are revolutionizing academic writing by generating human-like text and supporting thesis development. While some research explores ChatGPT in academic writing, none compares the experiences of young researchers using AI for the first time versus non-users in their thesis journey, especially in the context of science education. This study investigates the experiences of Dhaka University students using ChatGPT (free version) for science education theses, identifying differences between users and non-users. Utilizing semi-structured questionnaires and a case study methodology, data were analyzed through coding and thematic analysis. Findings revealed that non-users faced significant challenges in research methodology, tool development, and data interpretation, while ChatGPT users reported enhanced perspectives, efficient comparisons, rapid responses, and clearer articulation. The study underscores the potential of ChatGPT to foster innovative research practices, highlighting the need for responsible use. Implications suggest strategic integration of AI in academic settings to augment writing processes, benefiting students and researchers alike.