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Scaffolding Student Learning with ChatGPT
Maureen Snow Andrade and Wu-Ting Chen
Department of Organizational Leadership, Utah Valley University, USA
Volume 18: 2025, pp. 351-368; ABSTRACT
Students are increasingly using generative artificial intelligence (AI) tools to perform
academic tasks. Universities are seeking ways to help students apply such tools productively and
ethically in their studies and future careers. Research has explored how students view and use AI,
how faculty are implementing it within specific disciplines, and how it expands traditional
pedagogical practices. The current study examines an innovative assignment design in
an Introduction to Organizational Behavior course, where students use ChatGPT to receive
feedback on a team management challenge task before submitting their work to their professor. The
study answers the call to investigate the implications of AI for pedagogy that complements and
improves traditional teaching. Findings identified variations in how students applied the ChatGPT
feedback, and in many cases, with limited critical analysis. The outcomes of this study highlight the
potential of AI for iterative learning albeit a need for greater support related to AI literacy
development.
Keywords: generative artificial intelligence, AI, ChatGPT, assignment quality, higher education.
