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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Abreu, R. & Martinez, L. M. (2023). Charting the ChatGPT course: A quantitative study of management students’ standpoints on AI in education. In ICERI2023 Proceedings - 16th International Conference of Education, Research and Innovation, 2023 . Sevilha
Exportar Referência (IEEE) 
R. J. Abreu and L. M. Martinez,  "Charting the ChatGPT course: A quantitative study of management students’ standpoints on AI in education", in ICERI2023 Proc. - 16th Int. Conf. of Education, Research and Innovation, 2023 , Sevilha, 2023
Exportar BibTeX 
@inproceedings{abreu2023_1772526075197,
	author = "Abreu, R. and Martinez, L. M.",
	title = "Charting the ChatGPT course: A quantitative study of management students’ standpoints on AI in education",
	booktitle = "ICERI2023 Proceedings - 16th International Conference of Education, Research and Innovation, 2023 ",
	year = "2023",
	editor = "",
	volume = "",
	number = "",
	series = "",
	publisher = "",
	address = "Sevilha",
	organization = ""
}
Exportar RIS 
TY  - CPAPER
TI  - Charting the ChatGPT course: A quantitative study of management students’ standpoints on AI in education
T2  - ICERI2023 Proceedings - 16th International Conference of Education, Research and Innovation, 2023 
AU  - Abreu, R.
AU  - Martinez, L. M.
PY  - 2023
CY  - Sevilha
AB  - This quantitative and exploratory study investigated management students' perspectives on integrating Generative Artificial Intelligence (GAI) like ChatGPT into higher education. A survey examined 140 undergraduates' attitudes towards ChatGPT's potential classroom applications proposed in a UNESCO framework. Students anticipated AI would be prevalent in their future professions. However, they preferred ChatGPT for exploratory learning rather than as a replacement for human teaching and collaboration. Minimal gender differences were found, indicating shared moderate favourability towards ChatGPT to supplement academics pending ethical guidelines. While recognizing distinct benefits,
students exhibited caution around overreliance on AI guidance. The findings provide preliminary insights to inform policies guiding responsible adoption. Further research should substantiate these attitudes and track evolving impacts as AI permeation grows. Overall, judicious AI incorporation shows promise
for enriching teaching and learning if implemented considerately.
ER  -