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Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 31 > No. 4 (2026)

 

Abstract

This article reports our experience of exploring the use of ChatGPT to artistically present a segment of qualitative data in a visual form for one of our previous studies. We recounted our engagement with ChatGPT and reflected on our emotions and thoughts throughout the interactive process with this AI-powered tool for image generation. Our narrative analysis highlights the agency of ChatGPT as an active contributor to the creative endeavor and emphasizes our critical role as researchers in interpreting the data and in critically evaluating AI-generated images within the context of our research. The paper suggests that AI-text-to-image function can potentially enhance researchers’ engagement with qualitative data and empower the researchers to (re)present data in novel ways. Through a critical reflection of human-AI collaboration and researchers' collaboration with the involvement of AI, we discuss how utilizing AI as an arts-creation tool in arts-based methodology will possibly empower researchers to engage with visualization of qualitative data and add a complex, nuanced layer to the data analysis process.

Keywords

artificial intelligence, AI-assisted data presentation, data visualization, arts-based methodology, text-to-image

Author Bio(s)

Chloe Le is a Visiting Assistant Professor at the University of Louisiana at Lafayette with a Ph.D. in Curriculum & Instruction from LSU. Her research explores immigrant experiences, multilingual education, and cultural production across learning spaces. She has published on English learner education, Vietnamese diasporic temples, early literacy practices in immigrant families, and student spatial agency in higher education. Her scholarship appears in Early Childhood Education Journal, Higher Education Research & Development, and several edited volumes. Through critical ethnography and curriculum theory, Le centers justice, agency, and cultural complexity in educational research and practice. Please direct correspondence to chloele.6842@gmail.com

Anh Ngoc Quynh Phan is a Lecturer in Higher Education at Centre for the Study of Higher Education, University of Kent, United Kingdom. She holds a Ph.D. in Education from The University of Auckland, New Zealand. Her research interests include mobility, migration, diaspora, international education, and higher education. Her work can be found in the Journal of Gender Studies; Globalization, Societies, and Education; Diaspora Studies; Journal of Studies in Continuing Education; among others.

Acknowledgements

Statements and Declarations: The author(s) declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. No funds, grants, or other support was received. The authors have no relevant financial or non-financial interests to disclose. Both authors contributed equally to the first draft and approved the final manuscript. CRediT Statement All authors made substantial contributions to all of the following: · The conception and design of the study, or acquisition of data, or analysis and interpretation of data. · Drafting the article or revising it critically for important intellectual content. · Final approval of the version to be submitted. All authors agreed to be accountable for all aspects of the work to ensure that the questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Publication Date

4-27-2026

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

ORCID ID

0009-0005-7558-8907

ResearcherID

HGD-7196-2022

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