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Faculty of Humanities & Social Sciences
Lecture hall with students, Polaris Building

DCU Researchers Examine Students' Perspectives on AI in Learning

Lecture hall with students, Polaris Building
Researchers at Dublin City University conducted an eight-week laboratory exploring how undergraduate international relations students interact with ChatGPT, revealing valuable insights for educators into generative AI's potential and limitations in academic settings.

The team behind the study featured Dr Paola Rivetti, Rituparna Banerjee, and Dr David O’Mullane, and their findings have been published in Cambridge University’s PS: Political Science and Politics journal.

Overall, the study involved some 203 students with an average attendance of 70 over several weekly sessions. It found that students developed a critically discerning approach to AI tools through hands-on experience. While initially impressed by ChatGPT, students progressively recognized its significant shortcomings.

At the sessions, the students used ChatGPT to craft effective AI prompts and for practical exercises with ChatGPT. These exercises encouraged students to challenge ChatGPT for more information, and clarify and correct inaccurate outputs. They were also engaged in critical discussion about the tool’s capabilities and limitations.

The study culminated with a survey of the participants’ views towards ChatGPT.

 

Key Findings:

  • 52 out of 72 survey respondents considered ChatGPT somewhat to very useful for studying
  • 78% indicated they would continue using ChatGPT in future studies
  • Students primarily valued ChatGPT for:
  • Planning and structuring assignments (50%)
  • Generating initial essay ideas (25%)
  • Explaining complex concepts (10%)

The study emphasises that while AI could be a helpful starting point, it cannot replace critical thinking or comprehensive research. Students learned to view ChatGPT as a "jumping-off point" rather than a reliable knowledge source.

The study concludes by urging educational institutions to proactively integrate AI literacy into curricula and invest in educating educators about these emerging technologies.

The study was supported by DCU’s Satle funding scheme and the Irish Higher Education Authority, addressing a critical gap in understanding AI's impact on teaching and learning.