19 Connecting the dots
Smriti Umesh, Undergraduate Student, Computer Science, United Kingdom
I primarily use GenAI tools like ChatGPT in academic and research contexts. As a student working on interdisciplinary projects, both within a university setting and independently, it’s sometimes difficult to find a starting point for new subjects. For example, in a Data Mining module as part of my course, we were expected to create a research proposal using text analytics methods. I chose the topic Evolution of Egyptian Hieroglyphs and Sentiment Analysis but realized I didn’t know much about hieroglyphs themselves. So, I asked ChatGPT to suggest some preliminary resources to help me get a basic grasp of the subject.
I also used GenAI to build organisation systems for academic planning, laptop folder management, and study methods tailored to the subject. For instance, if a subject was mostly theoretical, it gave me tips on how to create effective flashcards quickly.
Outside the academic context, I use it to explore subjects such as cognitive science and animal ethology. I check my understanding, see if I’m connecting ideas properly with course-related applications, and ask it to generate preliminary research papers, articles, or resources to clarify the basics. For example, if I observe something like a drake following a female mallard at the Roger Stevens Pond I’ll type it into ChatGPT on the spot and often get a spot-on explanation. I mainly use it to answer questions, clarify doubts, and gain foundational understanding, especially when approaching new subjects or mapping out timelines in areas like human evolution (e.g. from agnathans to now).
For university, I primarily used GenAI to gain a more in-depth understanding of lecture slides, as the slides alone often don’t provide enough information. I simply copy and paste the content into ChatGPT and ask it to give a simple, detailed, and sequential explanation. I use those three keywords so that the content builds on previous slides, links concepts together, and connects ideas to real-life applications using story-like examples that make the material easier to remember.
As GenAI tools like ChatGPT are instantly accessible on phones, I often get answers to random questions that pop into my head, keeping me more curious and observant of my surroundings. Since I’m interested in animal behaviour, I sometimes witness something unusual and wonder why it happens. I quickly describe the situation, and ChatGPT provides a clear, detailed explanation that deepens my understanding and makes me appreciate the natural world even more.
I use GenAI as a kind of “mind palace,” like Sherlock’s, but filled with chats from a wide range of subjects: all of my computer science modules, as well as history, psychology, neuroscience, and more. Since ChatGPT has a memory feature, it occasionally brings up points from past conversations in new ones, helping me link topics across disciplines. This ability to connect dots between fields has been incredibly useful in developing my own interdisciplinary work and supporting my personal learning beyond what’s taught in class.
I use GenAI as a kind of “mind palace” […] It made me see education as something active, creative, and deeply personal.
GenAI helped me shift from passive to active learning, thus helping me retain concepts better in my head and to think more critically. With GenAI, I could ask specific questions, break topics into simpler steps, and get immediate, structured explanations that helped me grasp complex ideas quickly and understand their real-life applications. I could learn at my own pace, revisit topics as many times as I needed, and explore beyond the textbook without feeling overwhelmed. It also encouraged curiosity as a habit.
I started asking questions more frequently, not just in academic contexts, but also based on what I saw around me, especially in animal behaviour. This spontaneous exploration helped me better connect classroom learning with the real world and made learning more engaging and memorable. Most importantly, GenAI helped me build confidence. Instead of feeling stuck or intimidated by unfamiliar topics, I felt inspired to dive deeper, experiment with ideas, and express my understanding more clearly. It made me comfortable asking “silly” questions which I may sometimes feel embarrassed to ask others due to the fear of judgement. Over time, this shifted my mindset from learning for exams to learning for understanding. It made me see education as something active, creative, and deeply personal.
