Students’ perceptions of an artificially intelligent chatbot as a support tool to develop their research skills

Abstract

PurposeThis research aims to evaluate students’ perception of using a chatbot to develop their understanding of the various parts of a research article, and their ability to apply what they have learned to write a new research plan.Design/methodology/approachThis research is qualitative in approach. The sample contained 10 students on a research skills course as part of the master of educational technologies program. The research instruments consisted of (1) semi-structured interviews to gather the students’ perceptions of the effectiveness of using a chatbot, and (2) observation notes to triangulate the interview results, relating to the students’ application of what they had learned from the teacher and ChatGPT, in new contexts.FindingsThis study found that the use of ChatGPT contributed to developing students’ knowledge of writing a research plan. The students were satisfied with their personalized learning experience, and believed that ChatGPT had improved their autonomy, competence and relatedness. These three variables had played a role in developing their application skill. However, there were concerns about using ChatGPT in learning, like limiting the students’ creativity, human interaction and critical thinking skills. There were also concerns over accuracy, ethics and plagiarism.Originality/valueThe originality of this study lies in its examination of how ChatGPT can help satisfy students' need for autonomy (having more knowledge to communicate with the app and control their choices), competence (feeling more capable of using artificial intelligence [AI] and possessing the necessary knowledge and skills to succeed) and relatedness (being less disappointed when failing to obtain satisfactory responses from the AI application), while improving their skills in application. According to self-determination theory (SDT), these factors affect students’ skills in applying what they have learned to new tasks. Therefore, this study extends the examination of SDT and its effect to include application skill, using qualitative methods to study the relationships between variables in depth.