Abstract
Unlike traditional educational chatbots that rely on pre-programmed responses, large-language model-driven chatbots, such as ChatGPT, demonstrate remarkable versatility and have the potential 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, including data visualizations and implementing them using a variety of tools including Tableau, D3, and Vega-lite. We collected conversation logs and reflection surveys from the students after each assignment. In addition, we conducted interviews with selected students to gain deeper insights into their overall 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. Based on the findings, we discuss design considerations for an educational solution that goes beyond the basic interface of ChatGPT, specifically tailored for data visualization education.
Abstract (translated)
与传统教育聊天机器人依赖预设回答不同，大型语言模型驱动的聊天机器人（如ChatGPT）表现出非凡的灵活性，并有可能成为解决学生需求（从理解高级概念到解决复杂问题）的动态资源。本文探讨了这种技术对学生在跨学科、项目导向的数据可视化课程中的学习的影响。在整个学期里，学生与ChatGPT在四个不同的项目中进行互动，包括数据可视化和使用各种工具（包括Tableau、D3和Vega-lite）实现它们。我们收集了每个作业后的对话记录和反思调查。此外，我们还与选定的学生进行了访谈，以更深入地了解他们与ChatGPT的整体经验。我们的分析探讨了使用ChatGPT的优势和障碍，学生的查询行为，寻求的协助类型以及其对作业成果和参与度的影响。根据这些发现，我们讨论了为教育解决方案，超越了ChatGPT的基本界面，特别是为数据可视化教育定制的设计考虑。
URL
https://arxiv.org/abs/2405.00748
