Usos y desusos del modelo GPT-3 entre estudiantes de grados de ingeniería

1. Daniel Amo-Filva ¹
2. David Fonseca ¹
3. David Vernet ¹
4. Eduard De Torres ¹
5. Pol Muñoz Pastor ¹
6. Víctor Caballero ¹
7. Eduard Fernandez ¹
8. Marc Alier Forment ²
9. Francisco José García-Peñalvo ³
10. Alicia García-Holgado ³
11. Faraón Llorens-Largo ⁴
12. Rafael Molina-Carmona ⁴
13. Miguel Á. Conde ⁵
14. Ángel Hernández-García ⁶

Export

Export

×

MLA

modern-language-association

APA

apa

Chicago

chicago-fullnote-bibliography

Harvard

harvard-cite-them-right

Vancouver

vancouver-author-date

---

RIS BibTex

Export

×

This document cannot be exported because it belongs to another portal.

Full text

lock_openBULERIA externo lock_openRUA handle

DIALNET GOOGLE SCHOLAR lock_openBULERIA editor HANDLE: https://hdl.handle.net/10045/137243

More publications in: Actas de las Jornadas sobre la Enseñanza Universitaria de la Informática (JENUI)

BULERIA. Repositorio Institucional de la Universidad de León: lock_openOpen access Externo

Abstract

ChatGPT, the tool based on the GPT-3 model developed by OpenAI, is already being used by engineering students for support in their learning process. In this context, the negative implications of using this tool are diverse: technological dependency, hindrance of practical knowledge and understanding, errors in answers, ethical or even legal problems. The use of this tool by students without receiving proper training is considered a problem to be investigated. The goal is to deeply understand the technological context of the tool, how it is currently used among engineering students from a set of private and public universities, and its impact on university education. This paper is a work in progress that presents the context of the study, the research methodology and some preliminary results. A qualitative-exploratory survey is conducted with a sample of more than 360 engineering students enrolled in different courses. Random stratification is used to ensure that the sample is representative of the population. The results suggest that the GPT-3 model can be used as a valuable tool for engineering students.

Bibliographic References

• [1] ChatGPT in Computer Science Education: https://cacm.acm.org/blogs/blog-cacm/269050- chatgpt-in-computer-science-education/fulltext. Accessed: 2023-02-14.
• [2] Flores-Vivar, J.-M. and García-Peñalvo, F.-J. 2023. Reflexiones sobre la ética, potencialidades y retos de la Inteligencia Artificial en el marco de la Educación de Calidad (ODS4). Comunicar: Revista Científica de Comunicación y Educación. 31, 74 (2023), 37–47. DOI:https://doi.org/10.3916/C74-2023-03.
• [3] García-Peñalvo, F.J. 2023. La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT: disrupción o pánico. Education in the Knowledge Society (EKS). 24, (Feb. 2023), e31279. DOI:https://doi.org/10.14201/eks.31279.
• [4] Hess, F. 2023. Will ChatGPT Unflip the Classroom? Education Next.
• [5] Jiao, W., Wang, W., Huang, J., Wang, X. and Tu, Z. 2023. Is ChatGPT A Good Translator? A Preliminary Study.
• [6] Kumar, A.H. 2023. Analysis of ChatGPT Tool to Assess the Potential of its Utility for Academic Writing in Biomedical Domain. Biology, Engineering, Medicine and Science Reports. 9, 1 (Feb. 2023), 24–30. DOI:https://doi.org/10.5530/bems.9.1.5.
• [7] Mallik, S. and Gangopadhyay, A. 2023. Proactive and Reactive Engagement of Artificial Intelligence Methods for Education: A Review.
• [8] McCarthy, J., Minsky, M.L., Rochester, N. and Shannon, C.E. 1995. A proposal for the dartmouth summer research project on artificial intelligence. AI magazine. 27, 4 (1995), 12–12.
• [9] Rogers, E.M. 1962. Diffusion of Innovations. Free Press of Glencoe.
• [10] What Do ChatGPT and AI-based Automatic Program Generation Mean for the Future of Software: https://cacm.acm.org/blogs/blogcacm/268103-what-do-chatgpt-and-ai-basedautomatic-program-generation-mean-for-thefuture-of-software/fulltext. Accessed: 2023-02- 14.

Data source: Dialnet