IJIET 2025 Vol.15(7): 1368-1376
doi: 10.18178/ijiet.2025.15.7.2338
doi: 10.18178/ijiet.2025.15.7.2338
Examining the Impact of ChatGPT on Mexican Students’ Performance in Higher Education
Lydia Velázquez-García1, Antonio Cedillo-Hernández2,*, Alejandra Colón-Vallejo1, and María Del Pilar Longar-Blanco1
1. Instituto Politécnico Nacional, CIECAS, México City, México
2. Tecnologico de Monterrey, Escuela de Ingeniería y Ciencias, Monterrey, México
Email: lvelazquezg@ipn.mx (L.V.-G.); acedillo@tec.mx (A.C.-H.); acolon@ipn.mx (A.C.-V.); mlongar@ipn.mx (M.D.P.L.B.)
*Corresponding author
2. Tecnologico de Monterrey, Escuela de Ingeniería y Ciencias, Monterrey, México
Email: lvelazquezg@ipn.mx (L.V.-G.); acedillo@tec.mx (A.C.-H.); acolon@ipn.mx (A.C.-V.); mlongar@ipn.mx (M.D.P.L.B.)
*Corresponding author
Manuscript received January 14, 2025; revised February 7 date, 2025; accepted April 14, 2025; published July 8, 2025
Abstract—Technology is improving daily, especially as we rapidly merge with the digital world, and it has simplified several processes, such as learning. Artificial Intelligence (AI) is an emerging technological innovation with much promise for education. In this study, we examine the impact of ChatGPT on the academic performance of 96 higher education students in two groups. One group used ChatGPT to resolve several tasks throughout the course, while the other used conventional tools. At the end of the course, both groups took a final exam in which neither was permitted to use any technological assistance. The study employed quantitative research methodology. For data collection, structured evaluations were the basis for the students’ grades, and an online survey using a Likert scale gathered the students’ perception of their learning experience. The student’s t-test for independent samples and a descriptive analysis using frequency measures were utilized to analyze and interpret results. It was found that those students using ChatGPT attained better grades when the tasks were practical than when they were theoretical. In the final exam, the group not using ChatGPT obtained better results, possibly related to additional searches or comparisons that conventional tools usually require. Regarding the students’ perceptions analysis, the students who used ChatGPT had higher levels of satisfaction and motivation in the course; however, they identified that the tool’s utility needs to be further evaluated, and they committed to using it carefully.
Keywords—ChatGPT, artificial intelligence, educational innovation, higher education, professional learning
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—ChatGPT, artificial intelligence, educational innovation, higher education, professional learning
Cite: Lydia Velázquez-García, Antonio Cedillo-Hernández, Alejandra Colón-Vallejo, and María Del Pilar Longar-Blanco, "Examining the Impact of ChatGPT on Mexican Students’ Performance in Higher Education," International Journal of Information and Education Technology, vol. 15, no. 7, pp. 1368-1376, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).