5 research outputs found
Evaluating Academic Answers Generated Using ChatGPT
The integration of technology in education has become
ever more
prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained
Transformer (ChatGPT) is an artificial intelligence technology that
generates conversational interactions to user prompts. The trained
model can answer follow-up questions, admit its mistakes, challenge
incorrect premises, and reject inappropriate requests. The functionality
of ChatGPT in answering chemistry assessment questions requires investigation
to ascertain its potential impact on learning and assessment. Two
chemistry-focused modules in year 1 and year 2 of a pharmaceutical
science program are used to study and evaluate ChatGPT-generated responses
in relation to the end-of-year exam assessments. For questions that
focused on knowledge and understanding with “describe”
and “discuss” verbs, the ChatGPT generated responses.
For questions that focused on application of knowledge and interpretation
with nontext information, the ChatGPT technology reached a limitation.
A further analysis of the quality of responses is reported in this
study. ChatGPT is not considered a high-risk technology tool in relation
to cheating. Similar to the COVID-19 disruption, ChatGPT is expected
to provide a catalyst for educational discussions on academic integrity
and assessment design
Evaluating Academic Answers Generated Using ChatGPT
The integration of technology in education has become
ever more
prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained
Transformer (ChatGPT) is an artificial intelligence technology that
generates conversational interactions to user prompts. The trained
model can answer follow-up questions, admit its mistakes, challenge
incorrect premises, and reject inappropriate requests. The functionality
of ChatGPT in answering chemistry assessment questions requires investigation
to ascertain its potential impact on learning and assessment. Two
chemistry-focused modules in year 1 and year 2 of a pharmaceutical
science program are used to study and evaluate ChatGPT-generated responses
in relation to the end-of-year exam assessments. For questions that
focused on knowledge and understanding with “describe”
and “discuss” verbs, the ChatGPT generated responses.
For questions that focused on application of knowledge and interpretation
with nontext information, the ChatGPT technology reached a limitation.
A further analysis of the quality of responses is reported in this
study. ChatGPT is not considered a high-risk technology tool in relation
to cheating. Similar to the COVID-19 disruption, ChatGPT is expected
to provide a catalyst for educational discussions on academic integrity
and assessment design
Evaluating Academic Answers Generated Using ChatGPT
The integration of technology in education has become
ever more
prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained
Transformer (ChatGPT) is an artificial intelligence technology that
generates conversational interactions to user prompts. The trained
model can answer follow-up questions, admit its mistakes, challenge
incorrect premises, and reject inappropriate requests. The functionality
of ChatGPT in answering chemistry assessment questions requires investigation
to ascertain its potential impact on learning and assessment. Two
chemistry-focused modules in year 1 and year 2 of a pharmaceutical
science program are used to study and evaluate ChatGPT-generated responses
in relation to the end-of-year exam assessments. For questions that
focused on knowledge and understanding with “describe”
and “discuss” verbs, the ChatGPT generated responses.
For questions that focused on application of knowledge and interpretation
with nontext information, the ChatGPT technology reached a limitation.
A further analysis of the quality of responses is reported in this
study. ChatGPT is not considered a high-risk technology tool in relation
to cheating. Similar to the COVID-19 disruption, ChatGPT is expected
to provide a catalyst for educational discussions on academic integrity
and assessment design
Evaluating Academic Answers Generated Using ChatGPT
The integration of technology in education has become
ever more
prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained
Transformer (ChatGPT) is an artificial intelligence technology that
generates conversational interactions to user prompts. The trained
model can answer follow-up questions, admit its mistakes, challenge
incorrect premises, and reject inappropriate requests. The functionality
of ChatGPT in answering chemistry assessment questions requires investigation
to ascertain its potential impact on learning and assessment. Two
chemistry-focused modules in year 1 and year 2 of a pharmaceutical
science program are used to study and evaluate ChatGPT-generated responses
in relation to the end-of-year exam assessments. For questions that
focused on knowledge and understanding with “describe”
and “discuss” verbs, the ChatGPT generated responses.
For questions that focused on application of knowledge and interpretation
with nontext information, the ChatGPT technology reached a limitation.
A further analysis of the quality of responses is reported in this
study. ChatGPT is not considered a high-risk technology tool in relation
to cheating. Similar to the COVID-19 disruption, ChatGPT is expected
to provide a catalyst for educational discussions on academic integrity
and assessment design
Evaluating Academic Answers Generated Using ChatGPT
The integration of technology in education has become
ever more
prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained
Transformer (ChatGPT) is an artificial intelligence technology that
generates conversational interactions to user prompts. The trained
model can answer follow-up questions, admit its mistakes, challenge
incorrect premises, and reject inappropriate requests. The functionality
of ChatGPT in answering chemistry assessment questions requires investigation
to ascertain its potential impact on learning and assessment. Two
chemistry-focused modules in year 1 and year 2 of a pharmaceutical
science program are used to study and evaluate ChatGPT-generated responses
in relation to the end-of-year exam assessments. For questions that
focused on knowledge and understanding with “describe”
and “discuss” verbs, the ChatGPT generated responses.
For questions that focused on application of knowledge and interpretation
with nontext information, the ChatGPT technology reached a limitation.
A further analysis of the quality of responses is reported in this
study. ChatGPT is not considered a high-risk technology tool in relation
to cheating. Similar to the COVID-19 disruption, ChatGPT is expected
to provide a catalyst for educational discussions on academic integrity
and assessment design