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This paper examines college students’ perceptions and experiences of using ChatGPT to enhance their experiential learning. We designed a ChatGPT learning activity flow that corresponds to the four experiential learning steps: Experiencing – Reflecting – Thinking – Acting. Analysis of survey data collected from 39 students in a U.S. public university revealed that, under the guidance of the instructors, students learned to use ChatGPT to explore questions of various knowledge types at different cognitive processes. The findings suggest that the knowledge type of student-created prompts for ChatGPT and associated cognitive process depend on those of the first prompt provided by their instructors. Although students are generally satisfied with the quality of the ChatGPT-generated information, some students raised concerns about ChatGPT output. The study contributes to the literature on experiential learning and Bloom’s Taxonomy and offers practical implications to educators and students on using generative artificial intelligence to achieve effective teaching and learning.
Rui et al. (Mon,) studied this question.