Placement students reported enhanced agency and ownership from the open-ended cGPT co-creation project¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All placement students reported an enhanced sense of agency and ownership over their learning, contrasting the open-ended project with conventional coursework where outcomes are predefined. → Lo S 2026

Evidence¶

Lo S 2026¶

Lo S, Lea T, Mavromoustakos A, Joseph B, Yii M, Exintaris B, Karunaratne N, Pearson DL, Ritchie T, Yuriev E and Pyun J (2026) Co-creating custom GPTs: an autoethnographic study of undergraduate students as partners in generative AI innovation. Front. Educ. 11:1818781. https://doi.org/10.3389/feduc.2026.1818781

q2 · i? · qualitative · r2

Abductive thematic analysis of four placement students' Gibbs-cycle reflective reports, coded against a SaP codebook. One student contrasted the placement with ordinary classes, stating "Unlike coursework, where outcomes are predefined, this project required problem-solving and independence"; students described pride and confidence in ownership assumed.

"placement with ordinary classes: “Unlike coursework, where outcomes are predefined, this project required problem-solving and independence”."

Discussion¶

Related Claims¶

• AI severs the correlation between artefact quality and cognitive engagement, breaking the artefact-as-proxy for learning — the general claim this finding bears on, with the studies behind it
• Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related
• Students' evaluative judgment of cGPT responses shifted from strict principle compliance toward contextual appropriateness — related
• Teachers observe AI tools foster students' scientific identity and agency, shifting them from knowledge learners toward scientific practitioners — related