Exploring the Impact of Large Language Models on Student Attitudes and Usage in an Algebra-Based Physics Course

This study investigates students' self-reported Large Language Model (LLM) usage patterns and attitudes in an algebra-based introductory physics undergraduate course through pre- and post-semester surveys. The course has one lecture session and two lab sections. Midway through the semester, one lab section was briefly introduced to the capabilities and limitations of LLMs. Following LLM introduction, these students were required to work through lab questions in their traditional groups while incorporating the LLM as an additional partner. Students in the other lab section completed the same lab in their normal groups without the LLM acting as an additional partner to serve as a control. The lab worksheets are collected and compared to analyze how the LLM influenced learning and attitudes amongst students.