University students learning to model through large amounts of data, simulations and ChatGPT

Digital technologies have been studied in the context of modelling for a couple of decades, with recent discussions focusing on the potentials and pitfalls of AI tools such as ChatGPT. In this paper, we present a preliminary analysis of university students’ engagement with a modelling activity that encourages them to utilise various digital technologies to develop autonomy in applied statistics, a core field within data science, and a modelling field in itself. The activity is designed to initially draw on students’ prior knowledge before requiring the acquisition of new knowledge. We observe varied approaches among students and point to further research needed regarding how to teach students to integrate AI tools in their modelling practices.