ע 273 סיון עמרם, יעל הנדל, יהלי טוכלר, גיא כהן ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה בינה למנויים בתשלום בלבד: בחינת פער דיגיטלי במסוגלות עצמית אקדמית )פוסטר( יעל הנדל HIT מכון טכנולוגי חולון yaelhendel12@gmail.com סיון עמרם HIT מכון טכנולוגי חולון sivanam21@gmail.com גיא כהן HIT מכון טכנולוגי חולון guyco@hit.ac.il יהלי טוכלר HIT מכון טכנולוגי חולון yalituchler2@gmail.com Intelligence for Paid Users Only: Examining a Digital Divide in Academic Self-Efficacy (Gen-AI Paid vs. Free Subscription) (Poster) Sivan Amram HIT Holon Institute of Technology sivanam21@gmail.com Yael Hendel HIT Holon Institute of Technology yaelhendel12@gmail.com Guy Cohen HIT Holon Institute of Technology guyco@hit.ac.il Yali Tuchler HIT Holon Institute of Technology yalituchler2@gmail.com Abstract The rapid rise of generative artificial intelligence (Gen-AI) in academic learning raises new questions about equity and emerging forms of digital divide. Academic self-efficacy plays a central role in persistence, coping with academic demands, and long-term achievement. As Gen-AI chatbots like ChatGPT become widely used for academic tasks, their rapid adoption brings both opportunities and challenges, including concerns about reliability and bias. Research suggests that using Gen-AI may strengthen academic self-efficacy, as well as enhance engagement and performance. Usage frequency may influence learning, while access conditions, especially the gap between free and premium versions, add another layer of complexity. Preferences reflect practical and psychological perceptions of value, and payment, even in online learning, may increase commitment and engagement. Since advanced Gen-AI models are available only through paid subscriptions, concerns have emerged about the potential for widening existing inequalities. To explore the potential digital divide associated with Gen-AI use, an exploratory study was conducted with 76 undergraduate students who completed an online survey in January 2025. Participants reported their ChatGPT subscription type (free/paid), weekly usage frequency, and academic self-efficacy. Analyses included an independent-samples t-test and Spearman correlation. Preliminary results show no significant differences in academic self-efficacy between paid and free users, and no significant association between usage frequency and self-efficacy. These findings challenge assumptions that paid
RkJQdWJsaXNoZXIy Mjk0MjAwOQ==