## 4 Results
### Results of the Survey of Students
As shown in Figure 7, it can be observed that ChatGPT is considered more useful for online learning, with an average score of 3.51, compared to its use in traditional learning, where an average score of 3.14 was obtained. This highlights ChatGPT's adaptability to integration within learning platforms. With an average score of 3.24, ChatGPT is considered capable of providing reliable information, while its ability to deliver personalized learning is supported by an average score of 3.20. This indicates that ChatGPT is perceived as capable of tailoring its content to meet individual students' learning needs. Additionally, ChatGPT is noted to contribute to increased motivation for studying, with an average score of 3.09. Regarding awareness of ethical policies related to ChatGPT, an average score of 2.42 was obtained, reflecting the need for institutions to pay more attention to these aspects and improve awareness about the ethical and responsible use of this tool. Figure 6: Students’ perception of ChatGPT integration. Regarding the awareness of ethical policies by students, a score of 2.8 was recorded, which may lead to the idea that there is a lack of both clarity and interest in the ethics of use. Items 2, 3, and 4 in the graphic represent functionalities found by students to be useful for supporting learning. At the same time, the last four items are directly related to the learning process because they contribute to increasing motivation, offer support regarding personalized learning, and respect for deadlines. These are supported by a score above 3.3, suggesting a positive opinion of ChatGPT. Using survey responses regarding the use of the ChatGPT generative artificial intelligence tool and the question about perceptions of grade improvement, a correlation analysis was conducted between the two. As shown in Figure 8, the data points are distributed in a way that indicates a positive relationship between the two variables (frequency of use of ChatGPT and perception of grade improvement). In other words, as the frequency of ChatGPT usage increases, so does the perception of improved academic performance by students. Figure 8: Correlation between the frequency of use of ChatGPT and perception of grade improvement. Figure 7: Impact of ChatGPT for integration into a learning application. Those who used the ChatGPT tool more frequently provided positive responses on its impact on their grades. The graph presented in Figure 8 gives an aggregated representation of the 4345 responses. The line in the correlation has a positive slope, which translates into a positive correlation. Furthermore, we can assert that there is a relationship in which the use of an artificial intelligence tool such as ChatGPT is associated with a positive perception of improved learning outcomes. The positive correlation resulting from the analysis also reflects the potential of a generative artificial intelligence application like ChatGPT to become an integral part of the educational process. As concluded by other studies, such as [97], ChatGPT is an innovation in education because it transforms the way information is accessed and used. The authors of [98] identified that ChatGPT stimulates learning motivation and further leads to better results.