THE IMPACT OF GENERATIVE AI TOOLS ON POSTGRADUATE STUDENTS’ LEARNING EXPERIENCES: NEW INSIGHTS INTO USAGE PATTERNS

Aim/Purpose This study aimed to investigate the impact of generative artificial intelligence (GenAI) tools on postgraduate students’ learning experiences. It examined how these students utilize GenAI tools, identified the perceived benefits of their use, and uncovered the challenges students face in their learning experiences with these tools. Background Recent advancements in GenAI, particularly tools like ChatGPT, are transform-ing how postgraduate students engage with learning, offering new opportunities for academic endeavors. However, understanding how students interact with these tools remains unclear, especially relating to their engagement with activi-ties designed to use GenAI tools as learning assistants. Methodology This study employed a qualitative case study research design, including 11 fe-male postgraduate students enrolled in an educational technology master’s pro-gram as the primary data collection method. The researchers only had access to female students because of the gender-segregated education system at most Saudi universities. The participants were interviewed after they engaged in a planned activity called Designing a Training Program with GPT Assistance (DTPGA) and unplanned activities involving other GenAI tools. DTPGA is an activity aimed at integrating innovations in training technologies by designing a training program with ChatGPT assistance. Eleven ChatGPT conversation logs Aim/Purpose This study aimed to investigate the impact of generative artificial intelligence (GenAI) tools on postgraduate students’ learning experiences. It examined how these students utilize GenAI tools, identified the perceived benefits of their use, and uncovered the challenges students face in their learning experiences with these tools. Background Recent advancements in GenAI, particularly tools like ChatGPT, are transform-ing how postgraduate students engage with learning, offering new opportunities for academic endeavors. However, understanding how students interact with these tools remains unclear, especially relating to their engagement with activi-ties designed to use GenAI tools as learning assistants. Methodology This study employed a qualitative case study research design, including 11 fe-male postgraduate students enrolled in an educational technology master’s pro-gram as the primary data collection method. The researchers only had access to female students because of the gender-segregated education system at most Saudi universities. The participants were interviewed after they engaged in a planned activity called Designing a Training Program with GPT Assistance (DTPGA) and unplanned activities involving other GenAI tools. DTPGA is an activity aimed at integrating innovations in training technologies by designing a training program with ChatGPT assistance. Eleven ChatGPT conversation logs However, the superficial use of GenAI tools may contribute to spreading igno-rance and an illusory sense of achievement, which may harm societies. Accord-ingly, it is necessary to warn users and take necessary measures to avoid superfi-cial and harmful use of GenAI tools by raising individuals’ awareness about the effective ways of interacting with GenAI tools and the importance of avoiding overreliance on them without evaluating GenAI outputs. Future Research As several drawbacks associated with GenAI tools have emerged, including su-perficial technology use and the potential erosion of skills, future studies should explore this aspect and its impact on learning in greater depth. Future studies could employ a mixed-methods study design with a larger sample encompassing both males and females to enhance the generalizability of the findings.