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ChatGPT as a tool to support learning in higher education: a teaching experience

Authors

Mercedes Segarra Ciprés Profesora titular de universidad del Departamento de Administración de Empresas y Marketing de la Universitat Jaume I de Castellón de la Plana (España) https://orcid.org/0000-0003-1359-2159
Reyes Grangel Seguer Profesora titular de universidad del Departamento de Lenguajes y Sistemas Informáticos de la Universitat Jaume I de Castellón de la Plana (España) https://orcid.org/0000-0002-4049-3888
Óscar Belmonte Fernández Profesor titular de universidad del Departamento de Lenguajes y Sistemas Informáticos de la Universitat Jaume I de Castellón de la Plana (España) https://orcid.org/0000-0002-0121-0697

DOI:

https://doi.org/10.51302/tce.2024.19083

Keywords:

ChatGPT, teaching experience, higher education, technology acceptance model (TAM), unreliability, efficacy, ethical use

Abstract

Access to ChatGPT represents an advance in the development of different and complex tasks, but its potential is not free of risks for different fields, including education. With this study we present a teaching experience of ChatGPT integration in the degree in Computer Engineering with the aim of showing its effective and ethical use as a teaching resource for teachers and students (men and women). Specifically, we analyze the use and the degree of acceptance of this technology by students and teachers. The results show that the majority of students (92.50 %) consider ChatGPT to be a useful and easy-to-use tool for academic performance, while the teaching staff (80 %) support this argument to a lesser extent. In addition, the students point out as disadvantages the difficulty of checking the veracity of the result and that it is very generic if the questions are not fine-tuned. The majority of students claim to be quite experienced in using ChatGPT to search for information and, although they do not consider it suitable for generating complete works, they find it beneficial for their learning process if it is used in a complementary and balanced way.

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Author Biographies

Mercedes Segarra Ciprés, Profesora titular de universidad del Departamento de Administración de Empresas y Marketing de la Universitat Jaume I de Castellón de la Plana (España)

Doctora por la Universitat Jaume I. Tiene reconocidos cuatro periodos de docencia (quinquenios) hasta 2022 en cursos de grado, máster y doctorado en asignaturas relacionadas con la administración de empresas, la gestión de la innovación y el emprendimiento. Ha publicado estudios de investigación en numerosas revistas.

Reyes Grangel Seguer, Profesora titular de universidad del Departamento de Lenguajes y Sistemas Informáticos de la Universitat Jaume I de Castellón de la Plana (España)

Doctora por la Universitat Jaume I. Sus líneas de investigación se han desarrollado en el modelado del conocimiento empresarial, en la ingeniería dirigida por modelos aplicada al dominio de la responsabilidad social corporativa y en los métodos ágiles con el objetivo de hacer a las empresas más interoperables. Es coautora de unas 30 publicaciones.

Óscar Belmonte Fernández, Profesor titular de universidad del Departamento de Lenguajes y Sistemas Informáticos de la Universitat Jaume I de Castellón de la Plana (España)

Doctor en Ciencias Físicas por la Universitat de València (España). Sus principales líneas de investigación son el aprendizaje profundo y automático, la localización en interiores y el modelado del comportamiento humano a partir de datos de sensores. Es evaluador en revistas internacionales y ha formado parte del comité técnico de numerosos congresos.

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Published

2024-02-15

Versions

2024-05-06 (2)
2024-02-15 (1)

How to Cite

Segarra Ciprés, M., Grangel Seguer, R., & Belmonte Fernández, Óscar. (2024). ChatGPT as a tool to support learning in higher education: a teaching experience. Technology, Science and Education Journal, (28). https://doi.org/10.51302/tce.2024.19083