AI-Assisted Learning: How a Customised ChatGPT Supports ODL Postgraduate Students in Research Methodology

The integration of Artificial Intelligence (AI) in education has given rise to AI-assisted learning, where AI applications should be used to facilitate students' learning.However, concerns have emerged regarding the misuse of AI tools as a replacement for students' cognitive efforts.AI in learning should be leveraged as a tool to stimulate critical thinking and enhance cognitive understanding rather than replace intellectual engagement.ChatGPT has been recognised as a potential AI tool for assisting learning, but its general version may lead to broad, unfocused usage.Therefore, customisation is necessary to align ChatGPT with the specific learning objectives of a course.This study explored the role of a customised ChatGPT, Edu-Research Buddy, in supporting Open and Distance Learning (ODL) postgraduate students in a Research Methodology course, a subject often perceived as abstract and challenging.The study investigated how this customised chatbot aided students' understanding and assisted students' learning.Over a one-month period, Edu-Research Buddy, a customised version of ChatGPT, was deployed among students, and its role was explored using a descriptive case study design involving a single cohort of 20 ODL postgraduate students.Quantitative data were analysed descriptively, while qualitative data were examined thematically.Findings indicated that the customised ChatGPT acted as a learning facilitator, particularly in clarifying complex course topics.Students reported feeling less isolated, as the chatbot provided continuous support, guidance, and encouragement throughout their learning journey.The chatbot played key roles in enhancing understanding, offering academic assistance, and providing emotional support to students experiencing stress.This study is unique in its focus on a Malaysian university's customised ChatGPT for research methodology education, offering valuable insights for improving AI-assisted learning among ODL postgraduate students facing similar challenges.