ChatGPT as a learning collaborator
About:
In light of UAL’s open policy on generative AI, I explored how students actually relate to tools like ChatGPT, emotionally, behaviorally, and in the context of assessment.
Challenge:
Uncover frictions and possibilities for more meaningful collaboration between students and AI.
Impact:
Helped people build a digital support network during Covid-19 lockdown
Client:
Personal Project
My role:
User Research Auto ethnography Concept Development Prototyping
Timeline:
June 2024
Research Question:
How do UAL students perceive and engage with ChatGPT in their creative process, and what shapes this relationship
Directed Storytelling
Directed Storytelling
5 Participants
2 hours
London College of Communication
To understand what place ChatGPT hold in students' everyday life.
Question:
Tell me a story about the last time you used ChatGPT
Findings:
Generally aids in language correction. Values Availability and Efficiency of ChatGPT.
Limitations:
Students might filter or sugarcoat their stories to align with what they think is acceptable
Observation:
Participants showed an emotional undercurrent of discomfort or fear of judgment that was expressed through body language and non verbal cues.
Research Question:
How might we surface the emotional dimensions of students' relationships with ChatGPT that aren't easily expressed in words?
Metaphor Elicitation
Nardon and Hari, 2021
Metaphors Elicitation is a tool for self reflection and introspection.
Nardon and Hari, 2021
Helps surface subconscious beliefs and emotional associations.
Metaphor Elicitation
4 Participants
2 hours
London College of Communication
Task: Describe yout relationship with ChatGPT as if it were a person, object, or experience.
Participant quote:
“It feels like ChatGPT is my clever friend who helps me out... but sometimes I catch myself just handing over everything. Like, am I still thinking?”
Participant reflection:
It has becomes tied to identity (Who am I as a student) and self-worth (Am I good without it? ).
Insight:
Students can feel emotionally “tricked” by ChatGPT. While it appears as a helpful friend, it may reinforce habits of avoidance, self-doubt, or dependency.
Participant metaphors and reflection
"ChatGPT is like a Laundry Service."
When my ideas are a mess, ChatGPT makes them look neat, even if I haven’t really figured them out yet. Its good but I feel a bit guilty for not doing it myself.
"ChatGPT is my Personal Assistant"
There’s always too much to do. ChatGPT helps carry some of the mental load. It’s like having someone to catch the overflow when I can’t handle it all.
"ChatGPT is the Scretary and I'm the Boss"
I give tasks to ChatGPT and it does them, but I still have to double-check everything. ChatGPT is not ready to work unsupervised.
Metaphor Analysis
Theoretical Underpinning:
Participants showed an emotional undercurrent of discomfort or fear of judgment that was expressed through body language and non verbal cues.
ChatGPT - Student relationship
ChatGPT - Student Emotional Analysis
1.
Students experience emotional ambivalence, comfort is often accompanied by shame or secrecy.
2.
They are negotiating their identity as learners, while also negotiating their relationship with ChatGPT.
3.
Human vs Non Human Metaphors might reveal the depth of emotional attachment or avoidance of it.
Research Question:
UAL's AI policy does not stop students from utilising it for their learning, why do they feel the need to hide or experience shame?
Critical Discourse Analysis
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