Student experiences of ChatGPT as a feedback tool in higher education
DOI:
https://doi.org/10.7146/lom.v17i31.144043Nøgleord:
generativ AI, AI-feedback, digital læring, ChatGPT, digitale interaktionerResumé
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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Copyright (c) 2025 Tommy Bruhn, Franziska Marquart
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