Exploring Student Interactions with ChatGPT for Data Analysis and Argumentative Writing in an Undergraduate Urban Planning Course

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Applications of Artificial Intelligence (AI) in Teaching and Learning (Table 4)

Abstract

This Research-in-Progress project is an embedded unit of analysis of an exploratory case study defined as a one-semester Urban Planning course at a large Midwestern university. This project investigates undergraduate students' use of ChatGPT in data analysis and argumentative writing tasks. Guided by Shi et al.'s framework for Human-GenAI interactions, it categorizes student engagement into four levels: passive, deterministic, assistive, and collaborative. The project employs thematic analysis, action coding, and intertextual trace to analyze the nuanced nature of these interactions and develop an innovative coding scheme to categorize Human-GenAI interactions. It seeks to align students' use of ChatGPT with the four levels of engagement and explore how these interactions evolve within ChatGPT conversation logs throughout the semester.

Author

• Mike Frazier, Michigan State University