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Abstract

This paper analyses the revolutionary aspect of ChatGPT as an alternative teacher and how it impacts the engagement level and achievement level of students in the 21st-century21st-century learning environment. The study focuses on four aspects, including experience and adoption of ChatGPT, engagement, learning outcomes, advantages, and obstacles. The findings suggest that most respondents have prior knowledge of AI applications and utilise ChatGPT to gain academic advantages in areas such as learning support, project advice, and test preparation. The results demonstrate that 77.5% of the population believes ChatGPT has more potential or is significantly more effective than human teachers in providing learning materials. Upon engagement, 75 per cent of students reported greater engagement, particularly in completing assignments, showing increased interest in the subject, and participating in class assemblies; however, issues of academic integrity arose. The learning outcomes have been positively affected, with 85 per cent of the participants reporting some form of improvement, whether somewhat or significantly, noting an improvement in performance. Personalised learning (41.3%), greater accessibility (32.5%), and real-time feedback (20%) were reported as the top rated benefits. On the other hand, dependence on technology, technical issues, and a lack of human interaction, as well as occasional inaccuracy ratings, were key challenges at 32.5%, 27.5%, 18.8%, and 17.5%, respectively. The findings indicate that ChatGPT can enhance learning, but its application must be done ethically, cautiously, and in conjunction with traditional teaching methods.