ChatGPT Calls for Self Reflection: Student Perceptions of Evaluation Activities in Video

Abstract

ChatGPT has shown significant adoption for students when answering evaluation activities in undergraduate courses such as Information Systems, Computer Engineering, Software Engineering and Computer Science. When facing this challenge, one possibility for educators is to enable the students to learn while using the tool instead of restricting its usage. In this paper, we describe a case study of evaluation activities in video format as a way to motivate self-reflection in students. This alternative method prevents students from simply copying and pasting textual answers without any reflection. Furthermore, it encourages active participation and improves communication skills and the ability to articulate arguments, which may be lacking when students rely solely on written responses. We present 53 student perceptions regarding these video-based evaluation activities collected during two years, the benefits and drawbacks of the proposed approach, and suggestions for future implementations. According to students perceptions, most of them prefer text and coding evaluation approaches, however these are the ones more prone for ChtGPT ’copy and paste’. The qualitative responses indicate that the main positive aspects are the time flexibility and the additional reflection. The main negative aspects are related to lack of flexibility in communication form, extra work in video editing and additional student anxiety.

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