Date
Publisher
arXiv
In the evolving landscape of digital education, chatbots have emerged as
potential game-changers, promising personalized and adaptive learning
experiences. This research undertook an in-depth exploration of ChatGPT's
potential as an educational tool, focusing on user perceptions, experiences and
learning outcomes. Through a mixed-methods approach, a diverse group of 102
participants engaged with ChatGPT, providing insights pre- and postinteraction.
The study reveals a notable positive shift in perceptions after exposure,
underscoring the efficacy of ChatGPT. However, challenges such as prompting
effectiveness and information accuracy emerged as pivotal concerns. Introducing
the concept of 'AI-learning-competence', this study lays the groundwork for
future research, emphasizing the need for formal training and pedagogical
integration of AI tools.
Study at a glance
- Question: How does interacting with ChatGPT impact user perceptions, experiences, and learning outcomes in economics and finance?
- Setting and data: A diverse group of 102 participants.
- Method: Pre- and post-interaction study of participants engaging with ChatGPT (mixed-methods approach).
Why it matters
In the evolving landscape of digital education, chatbots promise personalized and adaptive learning experiences. Realizing this potential requires exploring tools like ChatGPT through user perceptions, experiences, and learning outcomes.
Key findings
- Perceptions of ChatGPT became notably more positive after use among 102 participants learning economics and finance, underscoring the tool's efficacy.
- Prompting effectiveness emerged as a pivotal challenge for participants using ChatGPT.
- The accuracy of information provided by ChatGPT emerged as a pivotal concern for learners.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
What is the application?
Who is the user?
Who age?
Why use AI?
Study design
