Unleashing AI in the Classroom: ChatGPT's Influence on Project-Based Learning and Reflective Practice in an Interdisciplinary Course

TILT Program: TILT SoTL Project

Principal investigator: Bernhard Riecke, professor, Faculty of Communication, Art and Technology, School of Interactive Arts and Technology

Project team: Barb Berry, educational consultant, Centre for Educational Excellence; Katerina Stepanova, research assistant, SIAT; Noah Miller, research assistant, SIAT

Timeframe: Summer 2023

TILT Support: $2940

Course addressed: IAT 481 D100 - Semester in Alternate Realities (SIAR): Interdisciplinary VR Course

Final report: View Bernhard Riecke's final report (PDF), and manuscript (PDF)

Description: This project explored the transformative potential of AI, specifically ChatGPT, in project-based learning and reflective practice within an intensive interdisciplinary course focused on virtual reality development. Moving beyond typical plagiarism concerns, the research investigated how students could leverage AI as a personal coach and learning partner in higher education contexts, examining both opportunities and challenges of generative AI integration in educational settings. 

The study was conducted during the intensive Summer 2023 offering of "Semester in Alternate Realities," a project-based VR course with 18 students working on interdisciplinary virtual reality projects. The course design emphasized authentic learning experiences, student agency, and reflective practice while exploring how AI tools could enhance rather than replace human creativity and critical thinking in complex project development. 

Through detailed analysis of student interactions with ChatGPT and extensive reflection on pedagogical approaches, the project examined how AI integration affects student agency, authenticity, and learning outcomes in project-based environments. The research revealed insights into navigating the "dance of power" between instructor guidance and student autonomy when AI tools become available as additional learning resources. Students used ChatGPT for various purposes including brainstorming, technical problem-solving, code assistance, and reflective writing support, with varying degrees of success and sophistication in prompt engineering and critical evaluation of AI outputs. 

The project's findings contribute to broader conversations about AI's role in education, moving beyond binary perspectives of AI as either threat or savior to explore nuanced approaches for thoughtful integration. The research emphasized the importance of developing students' critical thinking skills about AI capabilities and limitations while maintaining focus on authentic learning experiences and meaningful project outcomes. Results informed ongoing discussions about AI policy and pedagogy at institutional levels, contributing to SFU's AI learning and teaching task force initiatives. 

Questions addressed:

• How can ChatGPT serve as a personal coach and learning partner in project-based education rather than just a plagiarism concern? 
• What is the impact of AI integration on student agency, authenticity, and reflective practice in interdisciplinary courses? 
• How can educators navigate the balance between AI assistance and authentic learning in complex project environments? 
• What are effective strategies for helping students develop critical thinking about AI capabilities and limitations? 

Knowledge sharing: Findings have been shared through multiple presentations including "Navigating the Dance of Power: Agency, Authenticity, and the Classroom" at SFU's Teaching Innovation Lab (August 2023) and "Beyond Plagiarism Concerns: ChatGPT as Your Personal Coach in Education?" at the SIAT research colloquium (September 2023). The detailed report and resources are available on the course website (https://ispace.lat.sfu.ca/riecke/teaching/siar/). Future plans include additional presentations and potential scholarly publications with appropriate funding support. The project’s findings were also presented at TILT’s SoTL Thoughts, AI in the Classroom: Evidence-based Insights from SFU Colleagues.

Keywords: artificial intelligence in education, ChatGPT, project-based learning, reflective practice, student agency, authentic learning, virtual reality education, generative AI, interdisciplinary learning, educational technology