A Cross-Disciplinary Examination of the Instructional Uses of ChatGPT in Higher Education
Abstract
This paper examines the potential uses of ChatGPT in generating assessment tasks that can be used across different disciplines in higher education. To illustrate this, we provide examples from three courses in the disciplines of industrial engineering and applied linguistics: Project Analysis and Control, Manufacturing Processes, and Introduction to Linguistics. Our examination of ChatGPT focuses on how some of the common, but time-consuming, tasks can be generated by using ChatGPT as a supportive instructional tool. We observed in our analysis that ChatGPT demonstrates a high level of performance in generating assessment questions and tasks that are accurate and on-topic, and a level of creativity and flexibility in its question generation capabilities. However, it is important to note that ChatGPT is not designed to replace human expertise or judgment. It is crucial that instructors carefully evaluate the reliability and accuracy of the assessments or information generated by ChatGPT.
Faculty Members
- Sinan Onal - Department of Industrial Engineering, Southern Illinois University, Edwardsville, Edwardsville, IL, USA
- Derya Kulavuz-Onal - Department of English, Salisbury University, Salisbury, MD, USA
Themes
- Instructional Tool Development
- Assessment and Evaluation in Higher Education
- Application of AI in Education
- Human Expertise in Educational Assessment
Categories
- Computer and information sciences, other
- Teacher education, specific subject areas
- Education research
- Informatics and information technology
- Educational instructional technology and media design
- Computer and information sciences
- Teacher education
- Education
- Curriculum and instruction
- STEM educational methods
- Artificial intelligence
- Computer science
- Higher education evaluation and research