Learning with ChatGPT 3.5 as a More Knowledgeable Other: An Autoethnographic Study

Autor/in	Stojanov, Ana
Titel	Learning with ChatGPT 3.5 as a More Knowledgeable Other: An Autoethnographic Study
Quelle	In: International Journal of Educational Technology in Higher Education, 20 (2023), Artikel 35 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stojanov, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41239-023-00404-7
Schlagwörter	Technology Uses in Education; Artificial Intelligence; Autobiographies; Ethnography; Knowledge Level; Higher Education; Computer Mediated Communication; Feedback (Response); Man Machine Systems; Interaction; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Künstliche Intelligenz; Autobiography; Autobiografie; Autobiographie; Ethnografie; Wissensbasis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Computerkonferenz; Mensch-Maschine-System; Interaktion; Computer based training; Computerunterstützter Unterricht
Abstract	ChatGPT, an artificial intelligence language model introduced in November 2022, is potentially applicable in many contexts, including higher education. Although academics are already using it to draft papers or develop search queries for systematic reviews, its use as a tool aiding the learning process has not been examined. To address this research gap, I conducted an autoethnographic study examining my experience using ChatGPT as a more knowledgeable other that scaffolded my learning about a particular topic--the technical aspects of how ChatGPT works. Overall, ChatGPT provided me with enough content to form a general idea of its technical aspects, and I experienced its feedback as motivating and relevant. However, the answers were somewhat superficial, the text it generated was not always consistent or logical and sometimes contradictory. The instantaneous replies to my questions contributed to an experience of a 'flow'. Being 'in the zone' also meant I overestimated my knowledge and understanding, as I could not detect the contradictory responses it provided 'on the spot'. I conclude that caution is advised when ChatGPT is used as a learning aid, as we learn more about its capabilities and limitations and how humans tend to perceive and interact with these technologies. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01