Dependency on Meta AI Chatbot in Messenger Among STEM and Non-STEM Students in Higher Education

TL;DR

This study examines the dependency on Meta AI chatbots among tertiary students in the Philippines, revealing a preference for traditional resources despite recognizing AI's academic benefits, with concerns about overreliance affecting critical thinking.

Contribution

It provides empirical insights into student perceptions and usage patterns of Meta AI chatbots, highlighting differences between STEM and non-STEM students in higher education.

Findings

Students value AI convenience and problem-solving abilities.

Students prefer traditional resources over AI for social and academic support.

STEM students show higher reliance on chatbots for academic tasks.

Abstract

To understand the potential dependency of tertiary students regarding Meta AI in the academic context. This descriptive cross-sectional study surveyed 872 tertiary students from public and private institutions in Luzon, Philippines. Demographic information and perceptions on Meta AI dependency based on existing literature were collected. Descriptive statistics were used to summarize the data and differences between STEM and non-STEM students were analyzed using the Mann-Whitney U test. The results indicate a nuanced perspective on Meta AI chatbot use among students. While there is general disagreement with heavy reliance on the chatbot for academic tasks, psychological support, and social factors, there is moderate agreement on its technological benefits and academic utility. Students value the Meta AI convenience, availability, and problem-solving assistance, but prefer traditional resources and human interaction for academic and social support. Concerns about dependency risks and impacts on critical thinking are acknowledged, particularly among STEM students, who rely more on chatbots for academic purposes. This suggests that while Meta AI is a valuable resource, its role is complementary rather than transformative in educational contexts, with institutional encouragement and individual preferences influencing usage patterns. Students generally hesitate to rely heavily on meta-AI chatbots. This reflects a preference for traditional resources and independent problem-solving. While students acknowledge AI chatbots academic benefits and technological convenience, concerns about overreliance and its impact on critical thinking persist, particularly among STEM students, who appear more inclined to integrate these tools into their studies.