• Journal of Engineering Education Research
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• v.26 no.6
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• pp.71-78
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• 2023

ChatGPT significantly broadens the application of artificial intelligence (AI) services across various domains, with one of its primary functions being assistance in programming and coding. Nevertheless, due to the short history of ChatGPT, there have been few studies analyzing its coding capabilities in Korean higher education. In this paper, we evaluate it using exam questions from three foundational programming courses at S University. According to the experimental results, ChatGPT successfully generated Python, C, and JAVA programs, and the code quality is on par with that of high-achieving students. The powerful coding capabilities of ChatGPT imply the need for a strict prohibition of its usage in coding tests; however, it also suggests significant potential for enhancing practical exercises in the educational aspect.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.349-377
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• 2023

With the recent advancements in artificial intelligence, the emergence of ChatGPT is expected to bring significant changes to various industries. In particular, there are active attempts to introduce ChatGPT in the education sector, and for librarians, utilizing ChatGPT is seen as an essential element for future learning tools. Against this background, this study aimed to examine librarians' perceptions of introducing ChatGPT in the school library through Focus Group Interviews (FGI). As a result, six themes were derived, including differences in perceptions of ChatGPT application in school libraries, teaching and learning activities utilizing ChatGPT, practical operation of ChatGPT, considerations for successful performance, librarians' required competencies and environment (infrastructure), and the development direction of ChatGPT utilization services in school libraries. Based on these findings, implications for the necessity of educational services utilizing ChatGPT were proposed. This study is significant as the first attempt to introduce ChatGPT in the school library field.

• International Journal of Internet, Broadcasting and Communication
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• v.16 no.4
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• pp.475-481
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• 2024

This study investigates an educational approach for enhancing foreign language writing skills in cyber university students by promoting the self-directed use of ChatGPT. Using a case study method, the research explores both the potential benefits and limitations of ChatGPT, a generative AI that can support writing tasks by providing real-time feedback, text summaries, and support for various writing forms, including essays and stories. While ChatGPT offers advantages such as reducing instructors' feedback workload and fostering improvements in students' writing, concerns arise regarding ChatGPT's provision of inaccurate information and its potential to encourage plagiarism if students submit ChatGPT-generated content without proper revision. To address challenges, this study proposes instructional strategies for creating effective prompts that can elicit meaningful feedback from ChatGPT, alongside methods for students to integrate and reflect upon this feedback throughout each stage of the writing process. These instructional strategies are designed to enhance students' independent learning and encourage the responsible use of ChatGPT in educational settings.

• The Mathematical Education
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• v.63 no.2
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• pp.187-207
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• 2024

In this study, we explored the feasibility of automatically scoring descriptive assessment items using GPT-4 based ChatGPT by comparing and analyzing the scoring results between teachers and GPT-4 based ChatGPT. For this purpose, three descriptive items from the permutation and combination unit for first-year high school students were selected from the KICE (Korea Institute for Curriculum and Evaluation) website. Items 1 and 2 had only one problem-solving strategy, while Item 3 had more than two strategies. Two teachers, each with over eight years of educational experience, graded answers from 204 students and compared these with the results from GPT-4 based ChatGPT. Various techniques such as Few-Shot-CoT, SC, structured, and Iteratively prompts were utilized to construct prompts for scoring, which were then inputted into GPT-4 based ChatGPT for scoring. The scoring results for Items 1 and 2 showed a strong correlation between the teachers' and GPT-4's scoring. For Item 3, which involved multiple problem-solving strategies, the student answers were first classified according to their strategies using prompts inputted into GPT-4 based ChatGPT. Following this classification, scoring prompts tailored to each type were applied and inputted into GPT-4 based ChatGPT for scoring, and these results also showed a strong correlation with the teachers' scoring. Through this, the potential for GPT-4 models utilizing prompt engineering to assist in teachers' scoring was confirmed, and the limitations of this study and directions for future research were presented.

• The Mathematical Education
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• v.63 no.2
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• pp.139-163
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• 2024

The purpose of this study is to examine the capabilities of ChatGPT as a tool for supporting students in generating mathematical arguments that can be considered proofs. To examine this, we engaged students enrolled in a mathematics pathways course in evaluating and revising their original arguments using ChatGPT feedback. Students attempted to find and prove a method for the area of a triangle given its side lengths. Instead of directly asking students to prove a formula, we asked them to explore a method to find the area of a triangle given the lengths of its sides and justify why their methods work. Students completed these ChatGPT-embedded proving activities as class homework. To investigate the capabilities of ChatGPT as a proof tutor, we used these student homework responses as data for this study. We analyzed and compared original and revised arguments students constructed with and without ChatGPT assistance. We also analyzed student-written responses about their perspectives on mathematical proof and proving and their thoughts on using ChatGPT as a proof assistant. Our analysis shows that our participants' approaches to constructing, evaluating, and revising their arguments aligned with their perspectives on proof and proving. They saw ChatGPT's evaluations of their arguments as similar to how they usually evaluate arguments of themselves and others. Mostly, they agreed with ChatGPT's suggestions to make their original arguments more proof-like. They, therefore, revised their original arguments following ChatGPT's suggestions, focusing on improving clarity, providing additional justifications, and showing the generality of their arguments. Further investigation is needed to explore how ChatGPT can be effectively used as a tool in teaching and learning mathematical proof and proof-writing.

• Journal of Korean Biological Nursing Science
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• v.25 no.3
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• pp.183-204
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• 2023

Purpose: The purpose of this study was to evaluate the applicability of ChatGPT in biological nursing science education. Methods: This study was conducted by entering questions about the field of biological nursing science into ChatGPT versions GPT-3.5 and GPT-4 and evaluating the answers. Three questions each related to microbiology and pharmacology were entered, and the generated content was analyzed to determine its applicability to the field of biological nursing science. The questions were of a level that could be presented to nursing students as written test questions. Results: The answers generated in English had 100.0% accuracy in both GPT-3.5 and GPT-4. For the sentences generated in Korean, the accuracy rate of GPT-3.5 was 62.7%, and that of GPT-4 was 100.0%. The total number of Korean sentences in GPT-3.5 was 51, while the total number of Korean sentences in GPT-4 was 68. Likewise, the total number of English sentences in GPT-3.5 was 70, while the total number of English sentences in GPT-4 was 75. This showed that even for the same Korean or English question, GPT-4 tended to be more detailed than GPT-3.5. Conclusion: This study confirmed the advantages of ChatGPT as a tool to improve understanding of various complex concepts in the field of biological nursing science. However, as the answers were based on data collected up to 2021, a guideline reflecting the most up-to-date information is needed. Further research is needed to develop a reliable and valid scale to evaluate ChatGPT's responses.

• Journal of Practical Engineering Education
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• v.16 no.4
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• pp.471-479
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• 2024

This study aims to examine the cognitive and affective changes in university students' writing self-efficacy when engaging in reflective writing classes utilizing ChatGPT. Over ten sessions, reflective writing classes using ChatGPT were conducted for students enrolled in a mandatory writing course at S University in Gyeonggi Province. The reflective journals written by the students during these sessions were meticulously reviewed as qualitative data with statistical analysis of pre- and post-surveys on writing self-efficacy. The results confirmed that utilizing ChatGPT in reflective writing classes positively impacted students' writing self-efficacy. Participants showed increased interest and confidence in their writing abilities when using ChatGPT. It was reported that they received cognitive assistance in outlining and paragraph structuring from samples generated by ChatGPT. Although survey results showed an overall increase in writing self-efficacy, the only statistically significant change was in the 'plagiarism response' category, which means a clear awareness of plagiarism issues. The process of personalizing the ChatGPT-generated samples requires consistent practice, and systematic guidelines on using such helpful tool effectively should be reinforced as a future task.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.119-130
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• 2024

This study explores the possibility of using a generative artificial intelligence, ChatGPT, for student assessment in science subjects. In order to achieve our goal, we developed assessment items, collected students' responses, and input them into ChatGPT to implement the assessment procedures. Subsequently, we shared the assessment results from ChatGPT with science teachers and compared them to the teachers' assessment process to investigate the use of ChatGPT in student assessment. Regarding the results, in terms of setting the scoring rubric, we found the rubric generated by ChatGPT to be generally appropriate. However, the consistency between the scoring results obtained from ChatGPT and those determined by the teachers was relatively low. This inconsistency was more pronounced in items with additional assessment components and a more intricate rubric. In regard to feedback on student responses, there were some instances where the feedback generated was scientifically incorrect or beyond the scope of the curriculum, but there were also some positives, such as the provision of exemplary answers to questions and additional examples that helped students learn further. From these results, the teachers perceived limitations in using ChatGPT to conduct assessment in terms of reliability, which is considered crucial in student assessment, but suggested that it could be used to support assessment. Finally, synthesizing these findings, implications for utilizing ChatGPT in student assessment were suggested.

• Journal of Korea Society of Digital Industry and Information Management
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• v.20 no.3
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• pp.61-70
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• 2024

This study aimed to analyze the impact of perceived usefulness, ease of use, and satisfaction with ChatGPT on the intention to use it. Data were collected through an online survey, and the results showed differences in perceived usefulness, ease of use, and intention to use according to the demographic characteristics of the research subjects. Furthermore, a multiple regression analysis was conducted to examine the impact of ChatGPT's usability, ease of use, and satisfaction on the intention to use. The results indicated statistically significant differences in perceived usefulness, ease of use, and intention to use ChatGPT between students in different academic years. In addition, perceived usefulness, ease of use, and satisfaction with ChatGPT showed a significant positive influence on the intention to use it. This study is significant as it analyzes the intention to use ChatGPT, considering the role of generative AI in digital education and innovative teaching methods in the educational context.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.56-61
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• 2023

The present study explored a comprehensive investigation of university professors' perspectives on the implementation of ChatGPT - an artificial intelligence-powered language model - in their teaching practices. A diverse group of 30 university professors responded to a questionnaire about the level of their interest in implementing the tool, willingness to apply it, and concerns they have regarding the intervention of ChatGPT in higher education setting. The results showed that the participants are highly interested in employing the tool into their teaching practice, and find that the students are likely to benefit from using ChatGPT in classroom settings. On the other hand, they displayed concerns regarding high depandency on data, privacy-related issues, lack of supports required, and technical contraints. In today's fast-paced society, educators are urged to mindfully apply this inevitable generative AI means with thoughtfulness and ethical considerations to and for their learners. Relevant topics are discussed to successfully intervene AI tools in teaching practices in higher education.