Generative Artificial Intelligence in the Context of the Internationalization of Higher Education in Morocco: Perceptions of Use and Effect on Student Engagement

The objective of this research is to explore students’ perceptions of the use of generative artificial intelligence, particularly ChatGPT, in their learning and its effect on their engagement. The results of the quantitative analysis we conducted through a questionnaire administered to 214 students from three Moroccan universities revealed diverse, non-stabilized, and cautious uses of this technology by students. They report using ChatGPT primarily for general information searches, text revision and correction, and an assistance tool for writing. Students perceive the quality of the information provided by these tools as variable compared to other traditional information sources and believe that they are not effective in answering complex questions. However, they are developing a favorable attitude towards using ChatGPT in an academic context. Moreover, they have positive perceptions regarding the opportunities offered by its use from the point of view of the internationalization of their academic experience. The research findings also highlight some perceived limitations of ChatGPT, notably obsolescence, credibility, reliability, and the superficiality of the information produced. Furthermore, students perceive a negative effect of excessive use of ChatGPT on their engagement and the development of their cognitive abilities.