EXPLORING STUDENTS’ EXPERIENCES WITH CHATGPT IN A WRITTEN ASSIGNMENT

Abstract

ChatGPT is a text-based artificial intelligence (AI) generative tool with unprecedented affordances to transform teaching and learning. This study aims to explore students’ learning experiences using ChatGPT in a written assignment. It examines how students used ChatGPT to accomplish the assignment and their perceptions of the tool. This exploratory, qualitative study involved six architectural technology college students taking the Entrepreneurship course. It employed the focus group technique to collect data that were then analyzed using thematic analysis. Findings show that students, in accomplishing the assignment, used ChatGPT to generate ideas, provide explanations, perform translations and prompt critical thinking. Students also perceived ChatGPT as spurting their excitement and providing handy assistance in accomplishing the assignment. These findings provide evidence of how ChatGPT could enrich students' learning experiences and point to the need to further educate students in harnessing the full potential of this tool for learning purposes. There is also a need to impart AI literacy and academic integrity understanding to students for effective and ethical integration of this tool into their learning