| Role | Example of implementation |
|---|---|
| Possibility engine | Students write queries in ChatGPT and use the Regenerate response function to examine alternative responses. |
| Socratic opponent | Students enter prompts into ChatGPT following the structure of a conversation or debate. Teachers can ask students to use ChatGPT to prepare for discussions. |
| Collaboration coach | Working in groups, students use ChatGPT to find out information to complete tasks and assignments. |
| Guide on the side | Teachers use ChatGPT to generate content for classes/courses (e.g.,discussion questions) and advice on how to support students in learning specific concepts. |
| Personal tutor | ChatGPT provides personalized feedback to students based on information provided by students or teachers (e.g., test scores). |
| Co-designer | Teachers ask ChatGPT for ideas about designing or updating a curriculum (e.g., rubrics for assessment) and/or focus on specific goals (e.g., how to make the curriculum more accessible). |
| Exploratorium | Teachers provide basic information to students who write different queries in ChatGPT to find out more. ChatGPT can be used to support language learning. |
| Study buddy | Students explain their current level of understanding to ChatGPT and ask for ways to help them study the material. ChatGPT could also be used to help students prepare for other tasks (e.g., job interviews). |
| Motivator | Teachers or students ask ChatGPT for ideas about how to extend students’ learning after providing a summary of the current level of knowledge (e.g., quizzes, exercises). |
| Dynamic assessor | Students interact with ChatGPT in a tutorial-type dialogue and then ask ChatGPT to produce a summary of their current state of knowledge to share with their teacher/for assessment. |
Source: ChatGPT and artificial intelligence in higher education: quick start guide – licensed under [CC BY SA].
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