Using Generative AI to Enhance Experiential Learning: An Exploratory Study of ChatGPT Use by University Students
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| Publicado en: | Journal of Information Systems Education vol. 36, no. 1 (Winter 2025), p. 53 |
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 100 | 1 | |a Sun, Rui |u College of Business Administration & Public Policy California State University, Dominguez Hills Carson, CA 90747, USA | |
| 245 | 1 | |a Using Generative AI to Enhance Experiential Learning: An Exploratory Study of ChatGPT Use by University Students | |
| 260 | |b EDSIG |c Winter 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a United States--US | |
| 653 | |a Problem solving | ||
| 653 | |a Information systems | ||
| 653 | |a Blooms taxonomy | ||
| 653 | |a Taxonomy | ||
| 653 | |a University students | ||
| 653 | |a Prompt engineering | ||
| 653 | |a Learning activities | ||
| 653 | |a Cognitive tasks | ||
| 653 | |a Teachers | ||
| 653 | |a Technology | ||
| 653 | |a Chatbots | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Data analysis | ||
| 653 | |a Qualitative analysis | ||
| 653 | |a Education | ||
| 653 | |a Knowledge | ||
| 653 | |a Critical thinking | ||
| 653 | |a Higher education | ||
| 653 | |a Student attitudes | ||
| 653 | |a Generative artificial intelligence | ||
| 653 | |a Students | ||
| 653 | |a Skills | ||
| 653 | |a Machine learning | ||
| 653 | |a Experiential learning | ||
| 653 | |a Quantitative analysis | ||
| 653 | |a Classification | ||
| 653 | |a Perceptions | ||
| 653 | |a College students | ||
| 653 | |a Policy making | ||
| 653 | |a Metacognition | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Human-computer interaction | ||
| 653 | |a Learning | ||
| 653 | |a Cognition | ||
| 653 | |a Educational systems | ||
| 653 | |a Educational activities | ||
| 653 | |a Business students | ||
| 653 | |a Information technology | ||
| 653 | |a Educational Research | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Natural Language Processing | ||
| 653 | |a Formative Evaluation | ||
| 653 | |a Language Processing | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Language Skills | ||
| 653 | |a Educational Resources | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Creative Thinking | ||
| 653 | |a Learning Processes | ||
| 653 | |a Computers | ||
| 653 | |a Educational Technology | ||
| 653 | |a Student Experience | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Educational Change | ||
| 653 | |a Expectation | ||
| 653 | |a Individual Needs | ||
| 700 | 1 | |a Deng, Xuefei "Nancy" |u College of Business Administration & Public Policy California State University, Dominguez Hills Carson, CA 90747, USA | |
| 773 | 0 | |t Journal of Information Systems Education |g vol. 36, no. 1 (Winter 2025), p. 53 | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3174478646/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3174478646/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3174478646/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |