The Association Between ChatGPT Usage and College Students' Online Learning Burnout: The Mediating Role of Self-Control

The rapid evolution of information technology, compounded by the challenges of the COVID-19 pandemic, has accelerated the shift towards online learning in higher education. This transition has brought forth opportunities and challenges, especially integrating advanced artificial intelligence tools like ChatGPT by OpenAI. While ChatGPT offers innovative solutions such as personalized feedback, enhanced accessibility, and dynamic approaches to teaching complex subjects, it also introduces concerns related to academic integrity, reduced critical thinking, and exacerbated online learning burnout. The primary contribution of this study is an empirical investigation into how college students' self-control mediates the association between ChatGPT usage and online learning burnout. Based on a sample of 505 Chinese college students, our findings reveal that increased ChatGPT usage correlates with heightened online learning burnout, a relationship significantly mediated by diminished self-control. This study not only underscores the double-edged nature of AI tools in education but also provides insights into the critical role of self-control in online learning environments. These findings' broader theoretical and practical implications are further explored, offering valuable perspectives for educators, policymakers, and technologists.