  Unlike traditional educational chatbots that rely on pre-programmed
responses, large-language model-driven chatbots, such as ChatGPT, demonstrate
remarkable versatility and have the potential to serve as a dynamic resource
for addressing student needs from understanding advanced concepts to solving
complex problems. This work explores the impact of such technology on student
learning in an interdisciplinary, project-oriented data visualization course.
Throughout the semester, students engaged with ChatGPT across four distinct
projects, including data visualizations and implementing them using a variety
of tools including Tableau, D3, and Vega-lite. We collected conversation logs
and reflection surveys from the students after each assignment. In addition, we
conducted interviews with selected students to gain deeper insights into their
overall experiences with ChatGPT. Our analysis examined the advantages and
barriers of using ChatGPT, students' querying behavior, the types of assistance
sought, and its impact on assignment outcomes and engagement. Based on the
findings, we discuss design considerations for an educational solution that
goes beyond the basic interface of ChatGPT, specifically tailored for data
visualization education.
