An Analysis of AI-Generated Laboratory Reports across the Chemistry Curriculum and Student Perceptions of ChatGPT
-
Joseph K. West [1] ; Jeanne L. Franz [1] ; Sara M. Hein [1] ; Hannah R. Leverentz-Culp [1] ; Jonathon F. Mauser [1] ; Emily F. Ruff [1] ; Jennifer M. Zemke [1]
-
[1] Winona State University
Winona State University
City of Winona, Estados Unidos
-
- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 11, 2023, págs. 4351-4359
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
AI technologies are rapidly pervading many areas of our world. AI-driven text generators such as ChatGPT are at the forefront of this due to their simplicity and accessibility. Their influence on higher education is already being observed, and perceptions among faculty and students vary widely. We have undertaken a cross-curriculum study of ChatGPT’s ability to generate laboratory reports. AI-generated reports from general, organic, analytical, physical, inorganic, and biochemistry courses were graded as if they were student reports and analyzed for grade distributions and common strengths and weaknesses. To further gauge ChatGPT’s current impact, we surveyed all students in our Spring 2023 laboratory courses regarding their awareness and use of ChatGPT. We have also laid out suggestions, guidance, and considerations for instructors who wish to prohibit ChatGPT use by their students as well as for those who wish to begin incorporating this new, powerful tool into their teaching.
