The rapid evolution of artificial intelligence(AI) in natural language processing has sparked considerable interest in AI Large Language Models(LLM), such as ChatGPT, within the field of education. Despite this attention, there exists a noticeable gap in scholarly discourse regarding the potential impact of ChatGPT on learning research. This study adopts an ethnographic research approach, considering ChatGPT as an active research participant. Guided by four key questions derived from the SWOT analysis framework, the study conducts a comprehensive evaluation of ChatGPT's strengths (Availability and Accessibility, Natural Language Processing, Vast Knowledge Base) and weaknesses (Lack of Deep Understanding and Creative Thinking, Lack of Objectivity and Integrity) in the context of learning research. Special emphasis is placed on the substantial opportunities that ChatGPT introduces for learning research, notably its potential as an Intelligent Research Assistant and its capacity to provide Writing Assistance. Additionally, the study illuminates potential threats posed by ChatGPT to learning research, including Risks to the Development of Critical Thinking and Creativity, Risks to Information Security, and Risks of Deepening Educational Inequities. Through this rigorous critical analysis, the study endeavors to bridge the aforementioned gap in the literature. Furthermore, the research proposes that learning researchers prepare for the impact of ChatGPT on learning research by concentrating on Critical Scrutiny of ChatGPT, Integration of ChatGPT into Research Practices, and Reflective Practices Regarding ChatGPT. By elucidating these aspects, the study advocates for additional empirical research on the role of ChatGPT in learning research, aiming to effectively guide its valuable contributions in the future of learning research.