Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography
The release of the large language model-based chatbot ChatGPT 3.5 in November 2022 has brought considerable attention to the subject of artificial intelligence, not only to the public. From the perspective of higher education, ChatGPT challenges various learning and assessment formats as it signific...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-11-01
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| Series: | Trends in Higher Education |
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| Online Access: | https://www.mdpi.com/2813-4346/2/4/37 |
| _version_ | 1827164517876891648 |
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| author | Nicolas Schwenke Heinrich Söbke Eckhard Kraft |
| author_facet | Nicolas Schwenke Heinrich Söbke Eckhard Kraft |
| author_sort | Nicolas Schwenke |
| collection | DOAJ |
| description | The release of the large language model-based chatbot ChatGPT 3.5 in November 2022 has brought considerable attention to the subject of artificial intelligence, not only to the public. From the perspective of higher education, ChatGPT challenges various learning and assessment formats as it significantly reduces the effectiveness of their learning and assessment functionalities. In particular, ChatGPT might be applied to formats that require learners to generate text, such as bachelor theses or student research papers. Accordingly, the research question arises to what extent writing of bachelor theses is still a valid learning and assessment format. Correspondingly, in this exploratory study, the first author was asked to write his bachelor’s thesis exploiting ChatGPT. For tracing the impact of ChatGPT methodically, an autoethnographic approach was used. First, all considerations on the potential use of ChatGPT were documented in logs, and second, all ChatGPT chats were logged. Both logs and chat histories were analyzed and are presented along with the recommendations for students regarding the use of ChatGPT suggested by a common framework. In conclusion, ChatGPT is beneficial for thesis writing during various activities, such as brainstorming, structuring, and text revision. However, there are limitations that arise, e.g., in referencing. Thus, ChatGPT requires continuous validation of the outcomes generated and thus fosters learning. Currently, ChatGPT is valued as a beneficial tool in thesis writing. However, writing a conclusive thesis still requires the learner’s meaningful engagement. Accordingly, writing a thesis is still a valid learning and assessment format. With further releases of ChatGPT, an increase in capabilities is to be expected, and the research question needs to be reevaluated from time to time. |
| first_indexed | 2024-03-08T20:42:59Z |
| format | Article |
| id | doaj.art-a74406e0805847ba9ec8734e64bfc05b |
| institution | Directory Open Access Journal |
| issn | 2813-4346 |
| language | English |
| last_indexed | 2025-03-21T01:17:52Z |
| publishDate | 2023-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Trends in Higher Education |
| spelling | doaj.art-a74406e0805847ba9ec8734e64bfc05b2024-08-03T02:30:10ZengMDPI AGTrends in Higher Education2813-43462023-11-012461163510.3390/higheredu2040037Potentials and Challenges of Chatbot-Supported Thesis Writing: An AutoethnographyNicolas Schwenke0Heinrich Söbke1Eckhard Kraft2Bauhaus-Institute for Infrastructure Solutions, Bauhaus-Universität Weimar, 99423 Weimar, GermanyBauhaus-Institute for Infrastructure Solutions, Bauhaus-Universität Weimar, 99423 Weimar, GermanyBauhaus-Institute for Infrastructure Solutions, Bauhaus-Universität Weimar, 99423 Weimar, GermanyThe release of the large language model-based chatbot ChatGPT 3.5 in November 2022 has brought considerable attention to the subject of artificial intelligence, not only to the public. From the perspective of higher education, ChatGPT challenges various learning and assessment formats as it significantly reduces the effectiveness of their learning and assessment functionalities. In particular, ChatGPT might be applied to formats that require learners to generate text, such as bachelor theses or student research papers. Accordingly, the research question arises to what extent writing of bachelor theses is still a valid learning and assessment format. Correspondingly, in this exploratory study, the first author was asked to write his bachelor’s thesis exploiting ChatGPT. For tracing the impact of ChatGPT methodically, an autoethnographic approach was used. First, all considerations on the potential use of ChatGPT were documented in logs, and second, all ChatGPT chats were logged. Both logs and chat histories were analyzed and are presented along with the recommendations for students regarding the use of ChatGPT suggested by a common framework. In conclusion, ChatGPT is beneficial for thesis writing during various activities, such as brainstorming, structuring, and text revision. However, there are limitations that arise, e.g., in referencing. Thus, ChatGPT requires continuous validation of the outcomes generated and thus fosters learning. Currently, ChatGPT is valued as a beneficial tool in thesis writing. However, writing a conclusive thesis still requires the learner’s meaningful engagement. Accordingly, writing a thesis is still a valid learning and assessment format. With further releases of ChatGPT, an increase in capabilities is to be expected, and the research question needs to be reevaluated from time to time.https://www.mdpi.com/2813-4346/2/4/37AIEdartificial intelligenceacademic writinglarge language modelseducationChatGPT |
| spellingShingle | Nicolas Schwenke Heinrich Söbke Eckhard Kraft Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography Trends in Higher Education AIEd artificial intelligence academic writing large language models education ChatGPT |
| title | Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography |
| title_full | Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography |
| title_fullStr | Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography |
| title_full_unstemmed | Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography |
| title_short | Potentials and Challenges of Chatbot-Supported Thesis Writing: An Autoethnography |
| title_sort | potentials and challenges of chatbot supported thesis writing an autoethnography |
| topic | AIEd artificial intelligence academic writing large language models education ChatGPT |
| url | https://www.mdpi.com/2813-4346/2/4/37 |
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