Unstoppable Advance of Artificial Intelligence: Emergence of a New Learning Environment

Abstract

This phenomenological inquiry was based on the significance of disruptions caused by Artificial Intelligence in educational settings. The study explored the experiences of five graduate students using ChatGPT-4 to develop a literature review assignment in an online research course. Three textual datasets included 1) analytic memos; 2) student reflections; and 3) instructor-student conversations following assignment completion. Findings regarding analytic memos revealed that teaching students how to use AI proved invaluable as it created pressure-free learning, leading to improved cognitive transformation. Student reflections and conversations indicated that using AI responsibly and ethically resulted in intentional and reliable knowledge creation; and necessitated an informed understanding of its advantages as well as its practical limitations. While limited to five students with one course activity, this study highlighted the value of teaching students responsible use of AI which promoted metacognition, ethical judgment, and research literacy, as students critically evaluated rather than uncritically adopted AI-generated content. Importantly, when students face intellectually demanding yet attainable tasks, responsible AI integration helps them embrace the complexity and ambiguity of the new learning environment instead of bypassing these critical learning opportunities.

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