51ÁÔÆæÈë¿Ú

When 18 students used ChatGPT as a learning partner in an intensive VR development course, the results challenged common assumptions about AI's role in education and revealed new approaches to maintaining authenticity while embracing technological assistance.

The Project

Bernhard Riecke's "Semester in Alternate Realities" course moved beyond typical AI restrictions to explore how students naturally integrate ChatGPT into complex, authentic project work. Rather than focusing on plagiarism prevention, the research examined AI's potential as a personalized learning coach that could enhance creativity and critical thinking in interdisciplinary VR development.

Students used AI for brainstorming, technical troubleshooting, code assistance, and reflective writing while maintaining ownership of their creative vision and learning process. The approach emphasized developing critical AI literacy alongside technical and creative skills.

Project Highlights

AI amplified existing learning patterns rather than creating new behaviors. Students who approached projects thoughtfully used AI as a sophisticated research partner, while those seeking shortcuts often received outputs that didn't meaningfully advance their work.

The balance between instructor guidance and student agency became more complex but potentially more empowering. AI assistance allowed students to tackle more ambitious technical challenges while spending more time on higher-order thinking and creative problem-solving.

Authenticity shifted from "doing everything yourself" to "taking responsibility for learning process." Successful projects showed clear evidence of human insight and creativity even when AI assisted with specific tasks, emphasizing ownership of creative vision over tool restrictions.

Looking Ahead

Findings have been shared through presentations at SFU's Teaching Innovation Lab and SIAT research colloquium, with resources available at the course website. Riecke now contributes to SFU's AI learning and teaching task force, helping develop institutional approaches to thoughtful AI integration in higher education. Riecke also shared his findings at TILT’s SoTL Thoughts, AI in the Classroom: Evidence-based Insights from 51ÁÔÆæÈë¿ÚColleagues.