Living with AI: University Students' Experiences of Using ChatGPT for Academic Learning
DOI:
https://doi.org/10.64268/jllm.v2i01.13Keywords:
ChatGPT, Artificial Intelligence, Higher Education, Academic Learning, Phenomenology, Student ExperienceAbstract
Background: The rapid advancement of generative artificial intelligence (AI) has transformed the landscape of higher education, with ChatGPT emerging as one of the most widely adopted AI-powered tools for academic learning. While previous studies have primarily examined the effectiveness, acceptance, and ethical implications of ChatGPT through quantitative approaches, limited research has explored how university students experience and interpret its role in their everyday learning practices.
Aim: This study aims to explore the lived experiences of university students using ChatGPT for academic learning and to understand how the technology influences their learning behaviors, critical thinking, and academic engagement.
Method: A qualitative phenomenological approach was employed to capture participants' subjective experiences. Data were collected through semi-structured interviews with fifteen undergraduate students from various academic disciplines who had actively used ChatGPT for learning activities for at least one semester. The interview data were analyzed using Colaizzi's seven-step phenomenological method to identify recurring meanings and themes.
Results: The findings revealed five major themes: ChatGPT as an immediate learning companion, enhancing learning efficiency, developing AI literacy through prompt engineering, concerns regarding information accuracy and academic integrity, and balancing AI assistance with independent thinking. Participants perceived ChatGPT as a valuable learning partner that facilitated understanding, idea generation, and academic productivity. However, they also emphasized the importance of critically evaluating AI-generated responses and maintaining independent reasoning.
Conclusion: This study contributes to the growing literature on AI-assisted learning by providing a deeper understanding of students' experiences and offers practical implications for educators and higher education institutions seeking to integrate generative AI into responsible and meaningful learning practices.
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