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

ChatGPT in the Classroom: Boon or Bane for Physics Students' Academic Performance?