Using Generative AI to Enhance Experiential Learning: An Exploratory Study of ChatGPT Use by University Students

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Detalles Bibliográficos
Publicado en:	Journal of Information Systems Education vol. 36, no. 1 (Winter 2025), p. 53
Autor principal:	Sun, Rui
Otros Autores:	Deng, Xuefei "Nancy"
Publicado:	EDSIG
Materias:	United States > US Problem solving Information systems Blooms taxonomy Taxonomy University students Prompt engineering Learning activities Cognitive tasks Teachers Technology Chatbots Cognition & reasoning Colleges & universities Data analysis Qualitative analysis Education Knowledge Critical thinking Higher education Student attitudes Generative artificial intelligence Students Skills Machine learning Experiential learning Quantitative analysis Classification Perceptions College students Policy making Metacognition Artificial intelligence Human-computer interaction Learning Cognition Educational systems Educational activities Business students Information technology Educational Research Cognitive Processes Natural Language Processing Formative Evaluation Language Processing Learner Engagement Language Skills Educational Resources Influence of Technology Creative Thinking Learning Processes Computers Educational Technology Student Experience Instructional Materials Educational Change Expectation Individual Needs
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Descripción
Resumen:	This paper examines university students' perceptions of and experiences with using ChatGPT, a generative artificial intelligence (GenAl) tool, to enhance their experiential learning. In this exploratory study, we designed a ChatGPT learning activity flow corresponding to the four experiential learning steps. Analysis of survey data collected from 70 students in a business college at a public university in the United States revealed that, under the guidance of the instructors, students learned to interact with ChatGPT through two prompts. Quantitative analysis suggested that the knowledge type and the associated cognitive process of studentcreated prompts depended on those of the prompt provided by their instructor, controlled by students' prior ChatGPT experience. In addition, qualitative data analysis revealed that students considered the GenAl tool helpful with their learning tasks and were satisfied with the content generated by ChatGPT. However, some students raised concerns about ChatGPT output involving metacognitive knowledge. Three themes emerged regardless of students' prior ChatGPT experience, but some subtle differences were observed. Our findings extend the literature on experiential learning and Bloom's taxonomy in the context of adopting GenAI in higher education. The study also contributes to Information Systems education by revealing challenges, offering suggestions, and proposing principles for GenAl-assisted learning. The paper concludes with suggestions for future research and policy making.
ISSN:	1055-3096 2574-3872 1055-3104
DOI:	10.62273/ZLUM4022
Fuente:	ABI/INFORM Global