Exploring the Potential of ChatGPT to improve experiential learning in Education
Open accessAbstract
Artificial Intelligence (AI) is revolutionizing the field of education by offering new possibilities for personalized and experiential learning along with data-driven insights. The advancement in AI to Generative Artificial Intelligence (GAI) has made the tables turn notably in the field of education. Generative AI application tool ChatGPT is emerging as a game changer offering personalized learning experiences by analyzing huge amounts of student data, generating study materials and pacing to individual needs. Intelligent educational tools powered by AI provide personalized guidance and feedback, adapting to curriculum to address knowledge gaps. GAI also automates the grading process, providing instant feedback and relieving teachers for qualitative assessments. This research paper offers a thorough examination of the potential uses, advantages, difficulties, and moral issues related to implementing ChatGPT in educational contexts. The authors closely analyze how ChatGPT can improve educational experiences, assist personalized learning, and encourage student- teacher interaction, while exploring the drawbacks of using generative AI models in education, such as concerns about bias, data privacy, and over-reliance on technology. This research article intends to offer educators & academicians useful insights into the usage of ChatGPT in the educational field through a critical analysis of the existing literature and real- world experiences.
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In the Academic context, support for planning processes is typically intended to help users connect and structure their own ideas to accomplish complex tasks.
“Support for planning processes are typically intended to help users connect and structure their own ideas to accomplish complex tasks [103,126].”
From Co-Writing with AI, on Human Terms: Aligning Research with User Demands Across the Writing Process (2025) · cites this paper as [103]
The Literature Review mentions chatbots helping manage projects, and Results and Discussion describes ChatGPT fostering discussion and critical thinking. Neither section addresses whether academic planning support is intended to help users connect and structure their own ideas to accomplish complex tasks. Searches for planning processes and organizing ideas found no passage establishing that point. (LLM, conf=0.72)
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Cited by
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Co-Writing with AI, on Human Terms: Aligning Research with User Demands Across the Writing Process
Reza, M., Thomas-Mitchell, J., Dushniku, P., Laundry, N., Williams, J. J., & Kuzminykh, A. (2025) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3757566 · Cited by 37 · see citing works
- Authors
- Rawat, S., Mittal, S., Nehra, D., Sharma, C., & Kamboj, D.
- Affiliations
- Maharishi Markandeshwar University, Mullana (IN)
- Venue
- Proceedings of the 5th International Conference on Information Management & Machine Intelligence
- Publisher
- ACM
- Published
- 2023-11-23
- Pages
- 1-8
- OpenAlex
- W4396852874
- Cited by
- 7
- References
- 7
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 1
- FWCI
- 1.80
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Conference on Information Management & Machine Intelligence (ICIMMI) (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- ChatGPT, generative AI in education, experiential learning, personalized learning, automated grading, student-teacher interaction, data privacy, algorithmic bias, technology dependence
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