Learning with ChatGPT 3.5 as a more knowledgeable other: an autoethnographic study
Open accessAbstract
ChatGPT, an artificial intelligence language model introduced in November 2022, is potentially applicable in many contexts, including higher education. Although academics are already using it to draft papers or develop search queries for systematic reviews, its use as a tool aiding the learning process has not been examined. To address this research gap, I conducted an autoethnographic study examining my experience using ChatGPT as a more knowledgeable other that scaffolded my learning about a particular topic—the technical aspects of how ChatGPT works. Overall, ChatGPT provided me with enough content to form a general idea of its technical aspects, and I experienced its feedback as motivating and relevant. However, the answers were somewhat superficial, the text it generated was not always consistent or logical and sometimes contradictory. The instantaneous replies to my questions contributed to an experience of a 'flow'. Being 'in the zone' also meant I overestimated my knowledge and understanding, as I could not detect the contradictory responses it provided 'on the spot'. I conclude that caution is advised when ChatGPT is used as a learning aid, as we learn more about its capabilities and limitations and how humans tend to perceive and interact with these technologies.
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ChatGPT provides immediate feedback and a plethora of information, enhancing learning efficiency and allowing for personalized educational paths.
“It provides immediate feedback and a plethora of information, enhancing learning efficiency and allowing for personalized educational paths (Stojanov, 2023;Wu et al., 2023a).”
From Empowering ChatGPT with Guidance Mechanism in Blended Learning: Effect of Self-Regulated Learning, Higher-Order Thinking Skills, and Knowledge Construction (2024) · cites this paper as Stojanov, 2023
The first-person account reports instant answers, relevant feedback, and learning that the author felt was faster and more efficient (Results; “Is it 'safe' to use ChatGPT?”, page unavailable). It also describes following the author's own questions and interests, but does not establish that ChatGPT provides personalized educational paths generally; the study concerns one learner's experience. (LLM, conf=0.83)
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- Authors
- Stojanov, A.
- Affiliations
- University of Otago (NZ)
- Corresponding author
- Stojanov, Ana
- ORCID
- Stojanov, Ana
- Venue
- International Journal of Educational Technology in Higher Education
- Published
- 2023-06-19
- Volume
- 20
- Issue
- 1
- ISSN
- 2365-9440 (ISSN-L)
- OpenAlex
- W4381149642
- Cited by
- 169
- References
- 23
- Citations by year
- 2026: 40 · 2025: 64 · 2024: 53 · 2023: 12
- FWCI
- 39.67
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- International Journal of Educational Technology in Higher Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Universitat Oberta de Catalunya
- 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, large language models, more knowledgeable other, scaffolding, AI-assisted learning, flow experience, overconfidence, higher education
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