Kvalitatívna analýza riešenia grafových úloh s ChatGPT
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Súbory
Dátum
2024
Názov časopisu
ISSN časopisu
Názov zväzku
Vydavateľ
Technická univerzita v Liberci
ISBN
978-80-7494-708-7
ISSN
2454-051X
Abstrakt
The ChatGPT tool has become one of the most popular applications of artificial intelligence, which is used to obtain answers to questions, but especially to solve tasks from various fields. We have encountered opinions that some answers of the ChatGPT are accurate, and others are wrong, or that students will not be able to solve tasks due to the availability of the ChatGPT tool, which will lead to a degradation of the student's thinking. We asked ourselves a research question: "Does the solution of graph tasks with ChatGPT contribute to the degradation of the student's thinking of the 1st and 2nd year of gymnasiums". We focused on solving graph tasks for the "Junior" category of the iBobor competition. These tasks are: "Pedigree" from 2012/13 and " Photos on the social network' from 2015/16. We gradually presented the solution to both tasks. Each task was solved by several students, in Informatics methodology subject, who worked together and thus 5 experiments were created with the aim of answering the questions specified for the qualitative analysis and answering the research question. We specified questions for qualitative analysis: Do the students understand the assignment? Can the assignment as formulated for the student be used as an assignment for ChatGPT? How should we phrase questions for ChatGPT to get the expected type of response? Is ChatGPT's answer to our questions always, correct? Does entering a task for ChatGPT in Slovak and English language lead to the same answers? Based on the results of the experiments, we were able to gradually formulate the answers: It is essential that students clearly understand the assignment. We perceive the importance of the teacher in the analysis of the task, specification of details and communication with the students. We have shown that it is necessary to divide a complex assignment into parts. Skill in asking questions needs to be acquired. ChatGPT is a new and dynamically changing tool. Therefore, it is necessary to work with this tool and perceive the "learning" feature of this tool. The ChatGPT response is not always correct. The necessity of knowing how to solve tasks correctly was confirmed for us. This is necessary so that we can judge whether ChatGPT responded correctly or not. Entering a task for ChatGPT in Slovak and English can lead to different answers. We interpret this as the student's ability to better formulate an assignment in English than a "machine" translation from the Slovak language does. Based on the qualitative analysis, we can conclude that the teacher and the student, when solving tasks with ChatGPT, need: understand the task assignment in detail, be able to formulate the tasks more consistently for ChatGPT and possibly reformulate or supplement this assignment and be able to correctly solve graph tasks so that we can verify the correctness of the ChatGPT solution. It follows from the above that we must reject the hypothesis in the research question. We have shown that student's thinking does not degrade. We have shown that the consistent solution of graph tasks with ChatGPT contributes to the development of the thinking of teachers and pupils.
Popis
In: Didinfo 2024 : New perspective in informatics education : international proceedings on teaching informatics / rec. Gabriela Andrejková, Jan Berki ... [et al.]. 1. vyd. Liberec : Technická univerzita v Liberci, 2024. ISBN 978-80-7494-708-7. ISSN 2454-051X. S. 43-55.
Kľúčové slová
grafové úlohy, grapg problems, súťaže, competitions, umelá inteligencia, artificial intelligence, ChatGPT, rozvoj myslenia, rozvíjanie myslenia, development of thought
Výstup z projektu
KEGA 001UMB-4/2023 Implementácia blended learningu do prípravy profesijného bakalára z informatiky a budúcich učiteľov matematiky a informatiky
Citácia
DOI
Práva a licenčné podmienky
CC BY Creative Commons Attribution 4.0. International
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess