The role of digital literacy in perception of the ChatGPT online tool in the study process

V diplomskem delu se osredotočamo na vseprisotnost digitalnih medijev v izobraževalnem okolju in razvoj digitalne pismenosti kot ključne veščine za uspešno delovanje v tem okolju. V prvem delu naloge skozi teoretični pregled opredelimo ključne pojme, kot so digitalni mediji, digitalna pismenost in umetna inteligenca. V empiričnem delu proučujemo, kako socialno-demografski in socialno-ekonomski dejavniki vplivajo na stopnjo digitalne pismenosti med študenti Univerze v Mariboru, ter kako ta pismenost vpliva na dojemanje spletnega orodja ChatGPT kot podpore pri študiju. Rezultati statistične analize so pokazali, da spol in stopnja izobrazbe, uporaba osebnega računalnika in pametnega telefona ter uporaba digitalnih orodij za samostojno učenje, hobije in iskanje informacij ter reševanje težav preko spleta statistično značilno pozitivno vplivajo na digitalno pismenost, digitalna pismenost pa ne vpliva statistično značilno na dojemanje spletnega orodja ChatGPT kot podpore pri študiju. Rezultati te študije lahko prispevajo k nadaljnjim raziskavam o digitalni pismenosti ter dojemanju orodij z umetno inteligenco v izobraževanju.In this thesis we focus on the ubiquity of digital media in modern society and the development of digital literacy as a key skill for functioning in the digital environment. In the first part of the thesis, through a theoretical review, we define key concepts such as digital media, digital literacy, artificial intelligence, and ChatGPT. In the empirical part, we examine how socio-demographic and socio-economic factors influence the level of digital literacy among students at the University of Maribor and how this literacy affects the perception of the online tool ChatGPT as a study support. The results of the statistical analysis have shown that gender and level of education, the use of personal computers and smartphones, as well as the utilization of digital tools for self-learning, hobbies, information retrieval, and online troubleshooting, have a statistically significant positive impact on digital literacy. However, digital literacy does not have a statistically significant impact on the perception of the online tool ChatGPT as a study aid. The findings of this study can contribute to further research on digital literacy and the perception of artificial intelligence-powered tools in education