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A Preliminary Study Investigating Adult Learners' Perspectives of Using ChatGPT to Seek Effective Assignment Feedback

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Title: A Preliminary Study Investigating Adult Learners' Perspectives of Using ChatGPT to Seek Effective Assignment Feedback
Language: English
Authors: Xi Lin (ORCID 0000-0003-2387-4117)
Source: Australian Educational Researcher. 2025 52(5):3393-3420.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Higher Education
Postsecondary Education
Descriptors: Adult Students, Student Attitudes, Artificial Intelligence, Assignments, Feedback (Response), Graduate Students, Computer Uses in Education
DOI: 10.1007/s13384-025-00856-y
ISSN: 0311-6999
2210-5328
Abstract: Utilising a mixed-research method, this preliminary study explored the use of ChatGPT for seeking effective assignment feedback among a total of 11 adult learners in a graduate-level asynchronous online course in the Spring 2024 semester. Through analysing these learners' experiences on the activity of using ChatGPT to seek effective assignment feedback, the study revealed that adult learners generally had positive experiences seeking effective assignment feedback using ChatGPT. This Artificial Intelligence (AI) tool was found to be useful in supporting brainstorming and providing immediate feedback. However, these learners also identified challenges, such as the lack of depth in feedback for more complex tasks and concerns about emotional disconnect and the ethical implications of relying on AI for feedback. This study indicates that with clear guidelines on using AI and a balanced integration of both AI and human feedback, the educational potential of AI tools such as ChatGPT could be better realised.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490252
Database: ERIC
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  Data: A Preliminary Study Investigating Adult Learners' Perspectives of Using ChatGPT to Seek Effective Assignment Feedback
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  Data: <searchLink fieldCode="AR" term="%22Xi+Lin%22">Xi Lin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2387-4117">0000-0003-2387-4117</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Utilising a mixed-research method, this preliminary study explored the use of ChatGPT for seeking effective assignment feedback among a total of 11 adult learners in a graduate-level asynchronous online course in the Spring 2024 semester. Through analysing these learners' experiences on the activity of using ChatGPT to seek effective assignment feedback, the study revealed that adult learners generally had positive experiences seeking effective assignment feedback using ChatGPT. This Artificial Intelligence (AI) tool was found to be useful in supporting brainstorming and providing immediate feedback. However, these learners also identified challenges, such as the lack of depth in feedback for more complex tasks and concerns about emotional disconnect and the ethical implications of relying on AI for feedback. This study indicates that with clear guidelines on using AI and a balanced integration of both AI and human feedback, the educational potential of AI tools such as ChatGPT could be better realised.
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