Identifying the Gaps in Generative Pre-Trained Transformers for Student Usage

Decorative Image showing the Open AI Chat GPT welcoming page

The Goal

How is ChatGPT used in higher education? How do students perceive ChatGPT in higher education?

Research on GPT models has primarily focused on what it can do instead of what’s actually being done. Our qualitative exploration aimed to unravel the multifaceted role of ChatGPT in higher education, focusing on students' perceptions, usage behaviours, and academic impact. We sought to understand why students utilize ChatGPT, how they perceive its effectiveness, and their future intentions regarding its use. Additionally, we explored the tool's limitations and compared its utility with traditional learning methods, aiming to provide a comprehensive overview of its current and potential future role in academia.

My Role

Alongside my teammate, I….

Conducted an extensive literature review to investigate effectiveness, usage patterns, and academic impact
Designed and implemented two data collection methods: A diary study and In-depth interviews

Presentation title slide for group 1: The Research question and the names and emails of Lizzy Brans and Ebony Omodara

These methods allowed us to capture insights into students' reflections, perceptions, and comparisons of ChatGPT with other learning tools. Following research planning, data collection, I contributed to the collective analysis, identifying themes such as reasons for usage, limitations, and future intentions regarding ChatGPT in higher education.

The Result

Our research revealed nuanced insights into university students' interactions with ChatGPT. Participants highlighted diverse reasons for using the tool, ranging from academic support to enhancing productivity. We identified distinct usage patterns and perceptions of effectiveness, which strongly influenced students' intentions for future use. Moreover, our study illuminated the limitations of ChatGPT, including reliability concerns and comparisons with traditional learning methods. These findings collectively contribute to understanding the evolving landscape of human-machine interactions in educational contexts.

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Reflection

Engaging in this qualitative study deepened my understanding of research methodologies, particularly in qualitative data collection and analysis. I honed my skills in conducting interviews and interpreting diary entries to extract meaningful insights. Collaborating with my teammate enhanced my ability to synthesize diverse perspectives and present findings effectively. Notably, I gained valuable knowledge of how to best visualize qualitative data.

Winning third place for our presentation underscored the importance of clear communication and persuasive storytelling in academic settings. This experience not only enriched my research capabilities but also reinforced my appreciation for the potential of qualitative research in uncovering intricate human-machine interactions and shaping future educational practices.

Certificate of the 3rd best presentation award at the qualitative research conference of 2024 at the University of Utrecht. Presented to Ebony Omodara and Lizzy Brans.

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