Roles and functionalities of ChatGPT for students with different growth mindsets: Findings of drawing analysis
With the rapid development of generative artificial intelligence (GAI), the performance and usability of related tools, such as ChatGPT, have significantly improved. The advancement has fostered researchers to increasingly focus on students’ perceptions and application of the roles, functionalities,...
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2024-01-01
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| Series: | Educational Technology & Society |
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| Online Access: | https://www.j-ets.net/collection/published-issues/27_1#h.s4lpo2dg22d0 |
| _version_ | 1797370932224851968 |
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| author | Yun-Fang Tu |
| author_facet | Yun-Fang Tu |
| author_sort | Yun-Fang Tu |
| collection | DOAJ |
| description | With the rapid development of generative artificial intelligence (GAI), the performance and usability of related tools, such as ChatGPT, have significantly improved. The advancement has fostered researchers to increasingly focus on students’ perceptions and application of the roles, functionalities, and interaction patterns of these tools in higher education. The present study adopted the draw-a-picture technique to explore the viewpoints and conceptions of undergraduates with different growth mindsets regarding the roles and functionalities of ChatGPT in learning. It also analyzed their interaction process with ChatGPT, especially their interaction skills and question types. The results showed that there were significant differences in the conceptions of “locations,” “learning content,” and “learning activities” of students with different growth mindsets. In the interaction process between undergraduates and ChatGPT, significant differences existed in the interaction skills and question types of students with different growth mindsets. Besides, students with different growth mindsets also had different learning achievements and critical thinking tendencies. The findings revealed the conceptions of students with different growth mindsets regarding the roles and functionalities of ChatGPT in learning, and also provided valuable insights for teachers. These findings are beneficial for educators to more accurately adjust and optimize the application of these tools in teaching activities based on students’ different growth mindsets. |
| first_indexed | 2024-03-08T18:11:20Z |
| format | Article |
| id | doaj.art-42defe26c7264321a5554f8d8dbe0e6b |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-03-08T18:11:20Z |
| publishDate | 2024-01-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-42defe26c7264321a5554f8d8dbe0e6b2024-01-01T04:20:24ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222024-01-0127119821410.30191/ETS.202401_27(1).TP01Roles and functionalities of ChatGPT for students with different growth mindsets: Findings of drawing analysisYun-Fang Tu0Department of Educational Technology, Wenzhou University, Wenzhou, ChinaWith the rapid development of generative artificial intelligence (GAI), the performance and usability of related tools, such as ChatGPT, have significantly improved. The advancement has fostered researchers to increasingly focus on students’ perceptions and application of the roles, functionalities, and interaction patterns of these tools in higher education. The present study adopted the draw-a-picture technique to explore the viewpoints and conceptions of undergraduates with different growth mindsets regarding the roles and functionalities of ChatGPT in learning. It also analyzed their interaction process with ChatGPT, especially their interaction skills and question types. The results showed that there were significant differences in the conceptions of “locations,” “learning content,” and “learning activities” of students with different growth mindsets. In the interaction process between undergraduates and ChatGPT, significant differences existed in the interaction skills and question types of students with different growth mindsets. Besides, students with different growth mindsets also had different learning achievements and critical thinking tendencies. The findings revealed the conceptions of students with different growth mindsets regarding the roles and functionalities of ChatGPT in learning, and also provided valuable insights for teachers. These findings are beneficial for educators to more accurately adjust and optimize the application of these tools in teaching activities based on students’ different growth mindsets.https://www.j-ets.net/collection/published-issues/27_1#h.s4lpo2dg22d0draw-a-picture techniquegrowth mindsetsgenerative artificial intelligencegaiundergraduates |
| spellingShingle | Yun-Fang Tu Roles and functionalities of ChatGPT for students with different growth mindsets: Findings of drawing analysis Educational Technology & Society draw-a-picture technique growth mindsets generative artificial intelligence gai undergraduates |
| title | Roles and functionalities of ChatGPT for students with different growth mindsets: Findings of drawing analysis |
| title_full | Roles and functionalities of ChatGPT for students with different growth mindsets: Findings of drawing analysis |
| title_fullStr | Roles and functionalities of ChatGPT for students with different growth mindsets: Findings of drawing analysis |
| title_full_unstemmed | Roles and functionalities of ChatGPT for students with different growth mindsets: Findings of drawing analysis |
| title_short | Roles and functionalities of ChatGPT for students with different growth mindsets: Findings of drawing analysis |
| title_sort | roles and functionalities of chatgpt for students with different growth mindsets findings of drawing analysis |
| topic | draw-a-picture technique growth mindsets generative artificial intelligence gai undergraduates |
| url | https://www.j-ets.net/collection/published-issues/27_1#h.s4lpo2dg22d0 |
| work_keys_str_mv | AT yunfangtu rolesandfunctionalitiesofchatgptforstudentswithdifferentgrowthmindsetsfindingsofdrawinganalysis |