Abstract
The rapid adoption of generative artificial intelligence (AI) in higher education has created new opportunities for enhancing learning, providing feedback, and supporting student performance in management education. This study investigates an instructional design in which undergraduate business students used ChatGPT to obtain formative feedback on team-based blog assignments prior to submission to the professor. Drawing on qualitative analysis of 19 team submissions, including student prompts, AI-generated feedback, revised work, and written reflections, the study explores how students engaged with AI, the types of revisions they implemented, and the depth of learning demonstrated. Results show that while students used AI effectively to improve clarity, structure, and visual presentation, they seldom engaged with deeper conceptual or theoretical feedback, and follow-up queries to the AI tool were limited. The findings underscore both the promise and limitations of AI-mediated learning and highlight the need for explicit scaffolding, enhanced AI literacy, and instructor mediation to ensure meaningful learning outcomes.