| Título | Class integration of ChatGPT and learning analytics for higher education |
|---|---|
| Autores | Civit M. , Escalona M.J. , CUADRADO MÉNDEZ, FRANCISCO JOSÉ, REYES DE CÓZAR, SALVADOR |
| Publicación externa | No |
| Medio | Expert Syst. |
| Alcance | Article |
| Naturaleza | Científica |
| Cuartil JCR | 2 |
| Cuartil SJR | 2 |
| Web | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85201723482&doi=10.1111%2fexsy.13703&partnerID=40&md5=0d4c5bdf69a7c63289802ce7006aa890 |
| Fecha de publicacion | 01/01/2024 |
| ISI | 001295572700001 |
| Scopus Id | 2-s2.0-85201723482 |
| DOI | 10.1111/exsy.13703 |
| Abstract | Background: Active Learning with AI-tutoring in Higher Education tackles dropout rates. Objectives: To investigate teaching-learning methodologies preferred by students. AHP is used to evaluate a ChatGPT-based studented learning methodology which is compared to another active learning methodology and a traditional methodology. Study with Learning Analytics to evaluate alternatives, and help students elect the best strategies according to their preferences. Methods: Comparative study of three learning methodologies in a counterbalanced Single-Group with 33 university students. It follows a pre-test/post-test approach using AHP and SAM. HRV and GSR used for the estimation of emotional states. Findings: Criteria related to in-class experiences valued higher than test-related criteria. Chat-GPT integration was well regarded compared to well-established methodologies. Student emotion self-assessment correlated with physiological measures, validating used Learning Analytics. Conclusions: Proposed model AI-Tutoring classroom integration functions effectively at increasing engagement and avoiding false information. AHP with the physiological measuring allows students to determine preferred learning methodologies, avoiding biases, and acknowledging minority groups. © 2024 The Author(s). Expert Systems published by John Wiley & Sons Ltd. |
| Palabras clave | Active learning; Adversarial machine learning; Collaborative learning; Expert systems; Federated learning; Active Learning; Application in education; Comparatives studies; Cooperative/ collaborative learning; Data science application in education; High educations; Postsecondary education; Science applications; Teaching-learning; Teaching/learning strategy; Contrastive Learning |
| Miembros de la Universidad Loyola |