Exploring ChatGPT in education: unveiling learners’ experiences through the lens of self-determination theory

Abstract

Abstract The rapid development of Technology-enhanced learning (TEL) has transformed the smart learning environments into higher education, encouraging greater interactivity, personalization, and learner autonomy. This study employed a mixed methods design to investigate the experiences of undergraduate students in utilising ChatGPT in an educational context aligning with the principles of Self-Determination Theory (SDT). A survey was conducted with 83 undergraduate students in the UAE to gather the quantitative data and further to triangulate through interviews with 20 students. The interviews were categorised based on competence, relatedness, and autonomy. The findings demonstrated ChatGPT’s potential in addressing advanced queries and breaking down intricate information to enhance comprehension, catering to diverse learners. Positive themes were identified indicating ChatGPT’s influence in reducing social anxiety and enhancing learners’ preparedness for professional developments. Additionally, the study reported that ChatGPT’s role in promoting autonomy during the learning activities, aligning with the broader philosophy of self-directed learning. Nevertheless, participants acknowledge the lack of human interaction. The study highlights ChatGPT’s role in promoting autonomy within the learning journey, aligning with the broader philosophy of self-directed learning. The findings contribute valuable pedagogical implications for educators, suggesting supplementary strategies to foster emotional intelligence.

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