## 4 Results
### Results of the Survey of Students  
An analysis was performed based on participants' responses to questions related to the integration and use of ChatGPT in their learning activities, study efficiency, improvement in assignment quality, and grade improvement. In general, what we have obtained aligns with findings from other research, which shows that generative artificial intelligence or tools based on this technology (such as ChatGPT) in the learning process of students lead to improvements in their results [95; 96]. Figure 6 presents the average scores calculated based on the responses evaluated on a scale from 1, representing strong disagreement, to 5, representing strong agreement. An average score of 3.27 indicates a positive perception among students of grade improvement after the integration of ChatGPT. Regarding the improvement in the quality of assignments using ChatGPT, this is supported by an average score of 3.47. At the same time, ChatGPT is perceived as a useful tool to improve study efficiency, with an average score of 3.55. The highest average score, 3.58, reflects students' satisfaction with the level of assistance provided by ChatGPT. Moderate satisfaction with the quality of the data offered by ChatGPT is indicated by an average score of 3.33, while an average score of 3.14 supports perceptions of the accuracy of the information provided. Similarly, when using ChatGPT as a replacement for a search engine like Google, students expressed greater satisfaction, with an average score of 3.34. \begin{table}
\begin{tabular}{c c c c c} \hline
**Name of the Platform** & \begin{tabular}{c} **Adaptivity and** \\ **Personalization** \\ **Mechanisms** \\ \end{tabular} & \begin{tabular}{c} **Artificial Intelligence** \\ **Mechanism** \\ \end{tabular} & **Focus Domains** & **Target Audience** \\ \hline Squirrel AI & AI-based teacher & \begin{tabular}{c} AI algorithms, large \\ adaptive model (based \\ on large models) \\ \end{tabular} & K-12 Subjects & K-12 students \\ Knewton & Content-focused & AI algorithms & K-12 subjects (math, \\  & & & science, English, \\  & & & history). \\ DreamBox & Content-focused & Cognitive model & \
\begin{tabular}{c} Mathematics and \\ reading \\ \end{tabular} & Pre-K-12 students \\ Multi-agent system & Content-focused & Q-learning algorithm & Not specified &
\begin{tabular}{c} Not specified \\ (students) \\ \end{tabular} \\ \hline \end{tabular}
\end{table} 
Table 1: Comparative analysis of the adaptive learning platforms Squirrel AI, Knewton, DreamBox, and the multi-agent system. What we can see in Figure 6 seems to be a general picture regarding the integration of ChatGPT tools. If we look at the first four statements that students responded to, they refer to the usefulness they see in this tool and use cases. These results help us draw a conclusion regarding the degree of technological acceptance. The last four statements presented in Figure 6 pay attention to the perspectives that students have regarding the support provided in learning: improvement of study, quality of assignments, performance, and educational experience. An evaluation was conducted to explore how technologies like ChatGPT can be integrated into education or the learning process. Accordingly, questions from sections where respondents expressed their opinions on ChatGPT's capabilities, learning outcomes achieved through ChatGPT and institutional policies regarding the use of ChatGPT were considered. As we presented in the chart with number 7, the high average scores obtained for questions related to ChatGPT's ability to summarize extensive information (average score of 3.82) and respond in human-like language (average score of 3.70) suggest that students perceive it as a valuable tool for processing and summarizing complex information. At the same time, ChatGPT can also be utilized as a virtual learning assistant due to its ability to simulate human interactions.