Student experiences of ChatGPT as a feedback tool in higher education

Forfattere

DOI:

https://doi.org/10.7146/lom.v17i31.144043

Nøgleord:

generativ AI, AI-feedback, digital læring, ChatGPT, digitale interaktioner

Resumé

Generativ kunstig intelligens giver både udfordringer og muligheder for videregående uddannelse. Få studier har indtil nu taget højde for studerendes erfaringer med formålstjenestelig brug af generativ AI. Denne artikel tager afsæt i en undersøgelse af to hold universitetsstuderende, der har brugt ChatGPT til at generere feedback på skriftlige opgaver. De studerendes holdninger er blevet indsamlet gennem en survey, reflektionsprotokoller og klassebaserede diskussioner. Analyserne viser, at studerende oplevede deres rolle som modtagere af feedback kvalitativt anderledes i feedbacksituationen med AI end med medstuderende eller underviseren, idet de med AI følte, at alt ansvar for den kritiske vurdering af prompts- og svar falder på dem selv. De studerende følte, at det var en mere frustrerende proces, men følelsesmæssigt lettere at bede ChatGPT om feedback end at bede deres medstuderende eller underviseren om feedback, hvilket peger på vigtige forskelle i sociale- og interaktive dynamikker mellem feedbackmodtagere og menneskelige versus AI-feedbackgivere.

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Publiceret

08-02-2025

Citation/Eksport

Bruhn, T., & Marquart, F. (2025). Student experiences of ChatGPT as a feedback tool in higher education. Tidsskriftet Læring Og Medier (LOM), 18(31). https://doi.org/10.7146/lom.v17i31.144043

Nummer

Sektion

LOM 31: Generativ AI på de nordiske, videregående uddannelser: cases og pædagogiske implikationer