2024/05/01 by Nam Wook Kim, Kim, Nam Wook, Hyung-Kwon Ko +5 · 2 citations
Computer Science · Health Professions · Medicine · #Artificial Intelligence (cs.AI) #Artificial Intelligence in Healthcare #Artificial Intelligence in Healthcare and Education #Computers and Society (cs.CY) #FOS: Computer and information sciences #Human-Computer Interaction (cs.HC) #Online Learning and Analytics
paper · pdf · doi:10.48550/arxiv.2405.00748
openalex publication_date 2024/05/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Unlike traditional educational chatbots that rely on pre-programmed responses, large-language model-driven chatbots, such as ChatGPT, demonstrate remarkable versatility to serve as a dynamic resource for addressing student needs from understanding advanced concepts to solving complex problems. This work explores the impact of such technology on student learning in an interdisciplinary, project-oriented data visualization course. Throughout the semester, students engaged with ChatGPT across four distinct projects, designing and implementing data visualizations using a variety of tools such as Tableau, D3, and Vega-lite. We collected conversation logs and reflection surveys after each assignment and conducted interviews with selected students to gain deeper insights into their experiences with ChatGPT. Our analysis examined the advantages and barriers of using ChatGPT, students' querying behavior, the types of assistance sought, and its impact on assignment outcomes and engagement. We discuss design considerations for an educational solution tailored for data visualization education, extending beyond ChatGPT's basic interface.