Exploring College Students’ Positions in Interaction with ChatGPT

This study explored how college students relate to and interact with ChatGPT during in-class learning tasks by using positioning theory as the analytical framework. 15 college students voluntarily participated in the study and completed the learning task through interaction with ChatGPT. The results demonstrated that college students interact with ChatGPT in distinct ways. Additionally, they position ChatGPT as distinct and changing roles as interaction develops, including Information Provider (Search Engine, Individualized Consultant), Human Conversational Partner, and a Computer-based Tool (Digital Servant, Intelligent Engine). The findings illuminate the potential of leveraging ChatGPT as a learning tool in higher education and the need to improve students’ AI literacy.