A recent study conducted by researchers at the University of Illinois Urbana-Champaign has raised important questions about the use of artificial intelligence, specifically ChatGPT, in academic settings.
The study focused on a semester-long undergraduate control systems course in the Department of Aerospace Engineering and aimed to compare the performance of students using ChatGPT with that of their human counterparts.
Key Findings from the Study:
- Performance on Homework: ChatGPT achieved an impressive A on straightforward math homework, but its performance dropped significantly on higher-level problems requiring critical reasoning, receiving a D. Overall, the AI’s semester grade averaged to an 82, which is a low B.
- Human Student Comparison: The average score for human students in the same course was 84.85 percent, indicating that while ChatGPT can handle basic questions effectively, it struggles with more complex, analytical problems that require deeper understanding.
- Effort vs. Learning: The study suggested that a student relying solely on ChatGPT could pass the course with minimal effort, potentially receiving grades that do not accurately reflect their understanding of the material. Puthumanaillam noted, “The passing grade might be the combination of an A+ in simple math and a D- in analysis. They haven’t learned much.”
- Concerns About AI Use: Researchers cautioned that while ChatGPT can provide quick answers, its reliability is questionable. Instances of “hallucination,” where the AI generated inaccurate or irrelevant responses, were reported. For example, it used technical jargon that was not covered in the course.
- Recommendations for Educators: Melkior Ornik, the study’s advisor, highlighted the need for educators to adapt their teaching strategies. He suggested incorporating more open-ended questions and project-based assignments to encourage critical thinking and a deeper understanding of the material.
The study ultimately underscores the dual-edged nature of AI tools in education. While they can assist with straightforward tasks, they may also encourage a lack of engagement and understanding among students who rely on them too heavily.
The findings of this study, titled “The Lazy Student’s Dream: ChatGPT Passing an Engineering Course on Its Own,” will be presented at the 14th International Federation of Automatic Control Symposium on Advances in Control Education in June. For more details, visit the full article on the University of Illinois website: Using ChatGPT, students might pass a course, but with a cost.
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