Students found ChatGPT responses useful but insufficient in depth and detail compared with TA responses¶
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Evidence · 1 study · designr2·q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2029: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
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q1 i? In qualitative responses, students described ChatGPT's answers as useful, short and simple, but insufficient when seeking more detailed information. → M. Said Doğru & Emily K. Faulconer 2026
Evidence¶
M. Said Doğru & Emily K. Faulconer 2026¶
M. Said Doğru & Emily K. Faulconer. (2026). ChatGPT as a Virtual Laboratory Teaching Assistant in Undergraduate Biology. Research in Science Education. https://doi.org/10.1007/s11165-025-10271-z
q1 · i? · design · r2
Qualitative student comment (S1) on how students generally evaluated ChatGPT's answers, reported in the Qualitative Assessments section. The student found the answers useful but "insufficient when I ask for more detailed information".
"I find the answers given by ChatGPT useful. I believe the information he provided is correct. From what I have seen from the answers , they are short and simple. However, I think it will be insufficient when I ask for more detailed information."
Discussion¶
Related Claims¶
- SMEs rated ChatGPT's content accuracy acceptable but inconsistent across questions and significantly below human TAs' accuracy — related
- Students rated human TA responses more favorably overall but preferred ChatGPT responses 40% of the time — related
- Students wanted more detailed feedback explaining why answers were incorrect and linking to relevant course content — related
- Students find computer-based simulation feedback insufficient because incorrect responses are marked without explanation — related
- Students' main AI challenges are content reliability and depth, and most expect AI to serve as tutor, creative partner, and critical thinking partner rather than mere content generator — a broader claim this one bears on
- First-year EAP students prefer a hybrid feedback model combining AI-generated comments with instructor feedback over either source alone — related
- Distance students prefer an institution-embedded assistant offering 24/7 immediate, context-specific feedback over generic content such as ChatGPT — related
- Students see obtaining explanations for their doubts as ChatGPT's most useful role in learning computer science — related
- Students reported ChatGPT limitations in Quantum Theory learning: insufficient in-depth explanations, inability to interpret graphs or graphic equations, and occasional unexplainable mathematical errors — related
- Students felt short-changed by classrooms over-emphasizing basic operations and withholding advanced mathematics — related
- Educators see AI as having potential to increase capacity for high-quality formative assessment, which is an operational challenge at scale — related
- Human TAs demonstrated stronger instructor voice, understanding, and helpfulness than AI in responding to student laboratory questions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
students-find-chatgpt-useful-but-lacking-depth |
title |
Students found ChatGPT responses useful but insufficient in depth and detail compared with TA responses |
description |
Students found ChatGPT responses useful but insufficient in depth and detail compared with TA responses |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
recheck_by |
2029 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — m-said-doğru-emily-k-faulconer-2026 |
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