User Experience of AI Referencing Tools among Pre-University Students: A Study of ChatGPT and Copilot

Abstract

The integration of artificial intelligence (AI) into the academic environment demonstrates significant changes in teaching and learning, particularly in the areas of research and referencing. This study investigates the experience of pre-university students in employing the use of AI-powered referencing tools, specifically OpenAI’s ChatGPT and Microsoft’s Copilot, in terms of reliability, accuracy, ease of use and satisfaction gained. The research uses the Constructivist Learning Theory, which emphasizes that students actively construct their own knowledge through their interactions with technology and educational environments. A sample of 57 pre-university students’ perceptions was obtained to collect feedback on their experience in using the AI tools for the purpose of referencing to complete their assignments. The findings showed that most students found the use of these AI-powered referencing tools to assist in completing their assignments. This research is expected to provide educators and technology developers with evidence-based insights about student perspectives and enable informed decision-making about the integration of AI tools in the pre-university curriculum.