  This study investigates the influence of ChatGPT, an AI-based language model,
on student performance in a physics course. We conducted an experimental
analysis with two cohorts of students in a second-semester engineering physics
course. The control group (Physics 2 2022B) used traditional teaching methods,
while the experimental group (Physics 2 2023A) integrated ChatGPT as a learning
tool. Our results indicate that the use of ChatGPT led to a significant
decrease in student performance, as evidenced by lower grades and negative Hake
factors compared to the control group. In addition, a survey of students
revealed conflicting perceptions of the usefulness of ChatGPT in teaching
physics. While most recognized its usefulness in understanding concepts and
providing information, concerns were raised about its potential to reduce
critical thinking and independent learning. These findings suggest that while
ChatGPT can be a useful tool, it should be used with caution and as a
supplement to traditional teaching methods, rather than as a stand-alone
solution. The study underlines the importance of critical and reflective use of
AI tools in educational settings and highlights the irreplaceable role of
teachers in providing comprehensive educational support.
