Students' reflections on their experience with ChatGPT

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F24%3A00135643" target="_blank" >RIV/00216224:14230/24:00135643 - isvavai.cz</a>

Výsledek na webu

<a href="https://onlinelibrary.wiley.com/doi/10.1111/jcal.12967" target="_blank" >https://onlinelibrary.wiley.com/doi/10.1111/jcal.12967</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/jcal.12967" target="_blank" >10.1111/jcal.12967</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Students' reflections on their experience with ChatGPT

Popis výsledku v původním jazyce

Background The emergence of Generative Artificial Intelligence has brought a number of ethical and practical issues to higher education. Solid experimental evidence is yet inadequate to set the functional rules for the new technology. Objectives The objective of this study is to analyse the experience of undergraduate students’ interaction with ChatGPT and contribute to identifying the problems arising from the widespread use of artificial intelligence. Methods Junior university students (N = 25) were assigned the task of working on their seminar essays with the aid of ChatGPT. Most students were novices with this tool (the study was conducted in the spring of 2023). Their essays were analysed qualitatively, according to the principles of the general inductive approach. Results and Conclusions The initial attitudes towards artificial intelligence were almost equally distributed from enthusiastic to indifferent and cautious, with one student refusing to interact with the chatbot on ideological grounds. After the first experience, most of the students declared themselves adopters of the new technology. We have found some evidence for enhancing critical thinking competence when using ChatGPT, as well as examples of unquestioned reliance on its outputs. The tendency to personification of the chatbot was apparent in the students' essays. Implications The findings show how easily the students embrace artificial intelligence and suggest a failure of any attempts for its strict regulation. This, on the other hand, underlines the need for emphasis on personal and research-oriented approaches in teaching and learning.

Název v anglickém jazyce

Students' reflections on their experience with ChatGPT

Popis výsledku anglicky

Background The emergence of Generative Artificial Intelligence has brought a number of ethical and practical issues to higher education. Solid experimental evidence is yet inadequate to set the functional rules for the new technology. Objectives The objective of this study is to analyse the experience of undergraduate students’ interaction with ChatGPT and contribute to identifying the problems arising from the widespread use of artificial intelligence. Methods Junior university students (N = 25) were assigned the task of working on their seminar essays with the aid of ChatGPT. Most students were novices with this tool (the study was conducted in the spring of 2023). Their essays were analysed qualitatively, according to the principles of the general inductive approach. Results and Conclusions The initial attitudes towards artificial intelligence were almost equally distributed from enthusiastic to indifferent and cautious, with one student refusing to interact with the chatbot on ideological grounds. After the first experience, most of the students declared themselves adopters of the new technology. We have found some evidence for enhancing critical thinking competence when using ChatGPT, as well as examples of unquestioned reliance on its outputs. The tendency to personification of the chatbot was apparent in the students' essays. Implications The findings show how easily the students embrace artificial intelligence and suggest a failure of any attempts for its strict regulation. This, on the other hand, underlines the need for emphasis on personal and research-oriented approaches in teaching and learning.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Computer Assisted Learning

ISSN

0266-4909

e-ISSN

1365-2729

Svazek periodika

40

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

9

Strana od-do

1526-1534

Kód UT WoS článku

001182199500001

EID výsledku v databázi Scopus

2-s2.0-85187478918