With the rapid development of generative artificial intelligence (GAI), the performance and usability of related tools, such as ChatGPT, have significantly improved. The advancement has fostered researchers to increasingly focus on students' perceptions and application of the roles, functionalities, and interaction patterns of these tools in higher education. The present study adopted the draw-a-picture technique to explore the viewpoints and conceptions of undergraduates with different growth mindsets regarding the roles and functionalities of ChatGPT in learning. It also analyzed their interaction process with ChatGPT, especially their interaction skills and question types. The results showed that there were significant differences in the conceptions of "locations," "learning content," and "learning activities" of students with different growth mindsets. In the interaction process between undergraduates and ChatGPT, significant differences existed in the interaction skills and question types of students with different growth mindsets. Besides, students with different growth mindsets also had different learning achievements and critical thinking tendencies. The findings revealed the conceptions of students with different growth mindsets regarding the roles and functionalities of ChatGPT in learning, and also provided valuable insights for teachers. These findings are beneficial for educators to more accurately adjust and optimize the application of these tools in teaching activities based on students' different growth mindsets.