A Preliminary Study Investigating Adult Learners' Perspectives of Using ChatGPT to Seek Effective Assignment Feedback
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| Title: | A Preliminary Study Investigating Adult Learners' Perspectives of Using ChatGPT to Seek Effective Assignment Feedback |
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| Language: | English |
| Authors: | Xi Lin (ORCID |
| Source: | Australian Educational Researcher. 2025 52(5):3393-3420. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Adult Students, Student Attitudes, Artificial Intelligence, Assignments, Feedback (Response), Graduate Students, Computer Uses in Education |
| DOI: | 10.1007/s13384-025-00856-y |
| ISSN: | 0311-6999 2210-5328 |
| Abstract: | Utilising a mixed-research method, this preliminary study explored the use of ChatGPT for seeking effective assignment feedback among a total of 11 adult learners in a graduate-level asynchronous online course in the Spring 2024 semester. Through analysing these learners' experiences on the activity of using ChatGPT to seek effective assignment feedback, the study revealed that adult learners generally had positive experiences seeking effective assignment feedback using ChatGPT. This Artificial Intelligence (AI) tool was found to be useful in supporting brainstorming and providing immediate feedback. However, these learners also identified challenges, such as the lack of depth in feedback for more complex tasks and concerns about emotional disconnect and the ethical implications of relying on AI for feedback. This study indicates that with clear guidelines on using AI and a balanced integration of both AI and human feedback, the educational potential of AI tools such as ChatGPT could be better realised. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490252 |
| Database: | ERIC |
| Abstract: | Utilising a mixed-research method, this preliminary study explored the use of ChatGPT for seeking effective assignment feedback among a total of 11 adult learners in a graduate-level asynchronous online course in the Spring 2024 semester. Through analysing these learners' experiences on the activity of using ChatGPT to seek effective assignment feedback, the study revealed that adult learners generally had positive experiences seeking effective assignment feedback using ChatGPT. This Artificial Intelligence (AI) tool was found to be useful in supporting brainstorming and providing immediate feedback. However, these learners also identified challenges, such as the lack of depth in feedback for more complex tasks and concerns about emotional disconnect and the ethical implications of relying on AI for feedback. This study indicates that with clear guidelines on using AI and a balanced integration of both AI and human feedback, the educational potential of AI tools such as ChatGPT could be better realised. |
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| ISSN: | 0311-6999 2210-5328 |
| DOI: | 10.1007/s13384-025-00856-y |
