ChatGPT as Tool for Complex Thinking
Many of us have ended our academic semesters, while a few are finishing teaching in a quarter system. I am certain everyone is now more aware of generative AI tools, so I would like to share a summary of the article entitled, “Use of ChatGPT at University as a Tool for Complex Thinking: Students' Perceived Usefulness” by Romero-Rodríguez et al (2023). The researchers administered a survey to 400 university students. The results showed that:
gender was not a determining variable in any construct while the experience of use was a factor conditioning a higher score on all constructs;
experience, performance expectancy, motivation, price value, and habit were influential in behavioral intention to use ChatGPT; and
facilitating conditions, habit, and behavioral intention were conditioning factors in user behavior.
Although this study shares only survey perception data, which we know as indirect measures, it could provide insights as to how students value and use GenAI in their learning. These approaches could assist instructors to further create a contemporary, dynamic learning environment. The article shares that “the acceptance of ChatGPT by university students is due to their perception of the potential use of this technology in the learning process. This evidence is interesting in the context of the debate currently taking place within universities on developing policies and strategies around the functionality and use of ChatGPT. Moreover, this acceptance of ChatGPT by university students is relevant information to the teaching staff for decision-making and rethinking their teaching and training. Regarding the latter, it seems imperative to train students in the ethical and responsible use of ChatGPT, its potential and limitations and the ability to formulate clear and specific questions and verify the responses.”
Chances are your universities have already created guidance documents and/or policies on integrating GenAI into teaching learning. Most likely the initial guidance will be reviewed in light of the past year where students and instructors were integrating GenAI into teaching and learning. Hopefully, some of our time this summer will be used to help create practical support on GenAI and help us all further support our students with the available tools for their future, which will, of course, include many of these technology tools as part of their normal activities.
I am certain many of you are either on committees and/or working with colleagues on developing GenAI guidance documents. Here are a few examples to add to your conversations:
Carnegie Mellon, which includes examples, where “Students may NOT use GenAI in any form; may use GenAI in some cases, but not others; or are fully encouraged to use GenAI.”
References
Romero-Rodríguez, J., Ramírez-Montoya, M., Buenestado-Fernández, M., & Lara-Lara, F. (2023). Use of ChatGPT at university as a tool for complex thinking: Students' perceived usefulness. Journal of New Approaches in Educational Research, 12(2), 323-339. Doi: https://doi.org/10.7821/naer.2023.7.1458
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