Large Language Model-Based Chatbots in Education: Student Perspectives on AI-Generated Text Quality and Credibility in Wuhan’s Private Universities

Abstract

This paper examines how Large Language Model (LLM) chatbots are incorporated into Wuhan’s private undergraduate education. It evaluates the dependability of AI-generated information using the Technology Acceptance Model (TAM) and emphasizes the significance of fostering critical thinking in Private Higher Education (PHE). The results point to a deficiency in critical thinking education as underclassmen appear to rely too much on chatbots. Less interaction with AI technologies is seen among arts students, which may indicate a mismatch with their creative requirements. The report criticizes China’s PHE for its profit-driven strategy and poor faculty development, and it makes recommendations for changes that would encourage responsible AI use, protect educational rights, and encourage critical thinking.