Integrating AI into Higher Education: College Students’ Positions in ChatGPT-supported Learning

Abstract

This study uses positioning theory as the analytical framework to explore how college students relate to and interact with ChatGPT during in-class learning tasks. Fifteen college students voluntarily participated in the study and completed the lesson plan development task through interaction with ChatGPT. We analyzed the interaction transcripts between participants and ChatGPT and the survey responses on their experiences and perceptions. The results demonstrated that college students interacted with ChatGPT in distinct ways. Additionally, they position ChatGPT as distinct and changing roles as interaction develops, including Information Provider (Search Engine, Intelligent Engine), Human Conversational Partner, and a Computer-based Tool (Digital Servant). The findings illuminate the potential of leveraging ChatGPT as a learning tool in higher education and the need to improve students’ AI literacy