A Survey to Understand the experience of ChatGPT Usage among Engineering University Students in Bangladesh Jibon Naher 1 , Mizbaul Haque Maruf 1 , Syed Tamzid Bakht 1 , Syed Samin Sadaf 1 Department of CSE, Islamic University of Technology, Gazipur-1704, Bangladesh jibon.naher09@iut-dhaka.edu Abstract.This study explores how university students in Bangladesh utilize ChatGPT, an AI-powered educational tool. Through a survey of 62 students of an engineering institution, the research uncovers that ChatGPT predominantly aids them in educational tasks, such as homework assistance and test preparation. While appreciated for its convenience, concerns exist among the students about accuracy, reliability, and potential overreliance. This study underscores the potential value of ChatGPT in education if used judiciously, highlighting the importance of striking a balance with conventional learning methods. It also advocates for the formulation of clear usage guidelines in educational institutions and recommends further research to understand the long-term effects on students' learning and academic performance. Keywords. ChatGPT; Learning; Tertiary; Student; Bangladesh 1. Introduction The rapid advancement of artificial intelligence (AI) has generated significant interest in exploring its potential applications and impacts across various domains. A notable milestone in AI progress is ChatGPT, introduced by OpenAI in November 2022, which swiftly gained immense popularity, surpassing adoption rates of major social media platforms like Facebook, Twitter, and Instagram, reaching one million users in just five days [3, 7]. The adaptability and productivity-enhancing capabilities of ChatGPT have sparked discussions about its transformative potential in numerous industries [24], with education being a particularly prominent topic of consideration. While some view ChatGPT as a catalyst for a paradigm shift in education and other fields, concerns have been raised regarding its potential for unethical use, labeling it as a disruptive technology [4, 14, 10, 15]. Nevertheless, García-Peñalvo [8] argues that objections to ChatGPT primarily stem from resistance to change rather than inherent disruptiveness. Since its public release, educators have shown varying responses to ChatGPT's ability to perform complex instructional tasks. As exemplified in the work of Baidoo-Anu and Owusu Ansah [2], a deeper understanding of ChatGPT's impact on education and the concerns expressed by stakeholders necessitates further investigation and research. AI technologies, exemplified by ChatGPT, have exhibited considerable potential in reshaping the methods through which students acquire knowledge and interact with information. With the continuous advancement and increased accessibility of AI-driven tools, there arises a pressing need to assess their impact on students and educational institutions, particularly within the context of universities. The introduction of ChatGPT into the realm of education has triggered both admiration and controversy. Some 1 Technium Vol. 15, pp.1-8 (2023) ISSN: 2668-778X www.techniumscience.com