“ChatGPT is like a study buddy, a teacher and sometimes just a friend”: a longitudinal exploration of students’ interactions, perception and acceptance

Abstract

This longitudinal study investigates the integration of Large Language Models (LLMs), particularly ChatGPT, into students’ self-directed learning strategies, focusing on those studying English. By examining students’ use of ChatGPT over a year, this research aims to uncover how AI-powered tools can enhance learning experiences. Our findings indicate that ChatGPT functions effectively as both a source of academic support and a conversational partner, creating an engaging and informative learning environment. ChatGPT demonstrated a unique capacity to enrich students’ learning journeys through personalised support, the mitigation of cognitive load, and the provision of human-like conversational interactions. ChatGPT’s ability to decompose complex tasks into smaller, more manageable segments was beneficial. However, the study also highlights key challenges, including students’ tendency to rely on direct answers rather than engaging in deeper problem-solving, raising concerns about its role as an effective scaffolding tool. While students became more aware of AI-generated misinformation over time, their ability to fact-check responses systematically remained inconsistent. This research emphasises the longitudinal benefits of incorporating AI tools like ChatGPT in student learning while advocating for a more critical and informed approach to AI use.

Topics & Concepts