Keywords
project-based learning
OpenAI
academic integrity
Artificial Intelligence vrednovanje znanja
učenje bazirano na projektima
OpenAI
akademski integritet
umjetna inteligencija
How to Cite
Abstract
The authors of this study have noted for years that students' motivation for continuous work is relatively low. To increase student motivation to practise, Algebra University College have decided to change their approach in recent years. Instead of forcing students to study for an exam on specific dates, they were given projects (assignments) to complete. The research results showed that the results obtained later improved compared to traditional exams. However, with the advent of powerful and free or very low-cost language models such as those of the OpenAI platform, teachers are faced with the challenge that students may use such models to solve a project task, which is against the code of ethics. The aim of this research is to determine what kind of results the OpenAI Platform language model can achieve when it is assigned a project task from a specific course. 2 research questions were defined. What result does the language model on the OpenAI platform achieve when it is assigned a project task from the Java Web Programming course and is there a difference in the results compared to the results achieved by the students (Q1)? Is there a difference in the results of the language model compared to the natural language in which it receives the project task (Croatian or English) (Q2)? The analysis of the results has shown that in certain cases the language model can solve the test without additional user intervention in order to obtain a good grade, although the results obtained are significantly weaker than those of the students. The language model achieves better results when the exam is given in English than in Croatian.References
Bele, D., Kučak, D., Pašić, Đ. (2023) Increasing Students’ Motivation and Improving Outcome by Changing the Course Examination from Test to Project on a University Course. U Skala, K. (ur.) 2023 46th International Convention on Information, Communication and Electronic Technology (MIPRO) (str. 611-615). IEEE.
Biswas, S. (2023). ChatGPT and the future of medical writing. Radiology, 307(2), e223312.
Bognar, L. (2012). Kreativnost u nastavi. Napredak: Časopis za interdisciplinarna istraživanja u odgoju i obrazovanju, 153(1), 9-20.
Cigan, V., Šlogar, H. (2012). Istraživanje stavova studenata o metodama poučavanja na visokim čilištima u cilju razvoja poduzetničke kompetencije. Učenje za poduzetništvo, 2(1), 179-190.
Debeljak De Martini, A., Ristić, R., Potočnjak, J. (2020). Nastavne metode u edukaciji zdravstvenih djelatnika. Journal of Applied Health Sciences= Časopis za primijenjene zdravstvene znanosti, 6(2), 297-304.
Dubovicki, S. (2019). Professors’ views on the relationship between the curriculum of the teacher education and the development of students’ creativity based on the Delphi method–longitudinal research. U Dziurzyński, K.; Duda, E. (ur.), What is new in the Field of Education? (str. 61-81). (ISSN 978-83-66010-31-4)
Finnie-Ansley, J., Denny, P., Becker, B. A., Luxton-Reilly, A., Prather, J. (2022). The robots are coming: Exploring the implications of openai codex on introductory programming. U ACE '22: Proceedings of the 24th Australasian Computing Education Conference (str. 10-19). doi: https://doi.org/10.1145/3511861.3511863
Gilson, A., Safranek, C. W., Huang, T., Socrates, V., Chi, L., Taylor, R. A., Chartash, D. (2023). How does ChatGPT perform on the United States medical licensing examination? The implications of large language models for medical education and knowledge assessment. JMIR Medical Education, 9(1), e45312.
Gratchev, I., Jeng, D. S. (2018). Introducing a project-based assignment in a traditionally taught engineering course. European Journal of Engineering Education, 43(5), 788-799.
Kerić, E., Radanović, I., Lukša, Ž., Garašić, D., Sertić Perić, M. (2017). The effect of active teaching in the primary school's ecological content. Educatio biologiae: časopis edukacije biologije, 3, 15-20.
Konecki, M., Lovrenčić, S., Kaniški, M. (2016). Using real projects as motivators in programming education. U 2016 39th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (str. 883-886). IEEE.
Kučak, D., Bele, D., Pašić, Đ. (2021). Climbing up the leaderboard: an empirical study of improving student outcome by applying Gamification principles to an object-oriented programming course on a university level. U 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO) (str. 527-531). IEEE.
Kučak, D., Pašić, Đ., Mršić, L. (2022, October). An Empirical Study of Long-Term Effects of Applying Gamification Principles to an Introductory Programming Courses on a University Level. U Intelligent Computing & Optimization: Proceedings of the 5th International Conference on Intelligent Computing and Optimization 2022 (ICO2022) (str. 469-477). Cham: Springer International Publishing.
Ljubin-Golub, T., Rijavec, M., Olčar, D. (2020). Student flow and burnout: The role of teacher autonomy support and student autonomous motivation. Psychological Studies, 65(2), 145-156.
Mijwil, M. M., Hiran, K. K., Doshi, R., Dadhich, M., Al-Mistarehi, A. H., Bala, I. (2023). ChatGPT and the future of academic integrity in the artificial intelligence era: a new frontier. Al-Salam Journal for Engineering and Technology, 2(2), 116-127.
Močinić, S. N. (2012). Active teaching strategies in higher education. Metodički obzori: časopis za odgojno-obrazovnu teoriju i praksu, 7(15), 97-105.
Mohorovičić, S., Strčić, V. (2011). An overview of computer programming teaching methods. U Central European Conference on Information and Intelligent Systems (str. 47-52). Varaždin: Faculty of Organization and Informatics Varazdin.
OpenAI Platform (2023). Preuzeto s https://platform.openai.com/
Pap, M., Vdović, R., Baletić, B. (2019). Design Thinking metoda u znanstvenom istraživanju, edukaciji i poslovnoj praksi. Prostor, 27 (2(58)), 334-347. doi: https://doi.org/10.31522/p.27.2(58).12
Perkins, M. (2023). Academic Integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching & Learning Practice, 20(2), 07.
Sullivan, M., Kelly, A., McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1).
Vinduška, I. (2016). Inovativne edukacijske metode i pristupi u nastavi stručnih predmeta u srednjim medicinskim školama (Doktorska disertacija, University of Zagreb. School of Medicine. Chair of Medical Sociology and Health Economics).
Yuliansyah, A., Ayu, M. (2021). The implementation of project-based assignment in online learning during covid-19. Journal of English Language Teaching and Learning, 2(1), 32-38.
Zawacki-Richter, O., Marín, V. I., Bond, M., Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International Journal of Educational Technology in Higher Education, 16(1), 1-27.
Shukor, N. A., Tasir, Z., Van der Meijden, H., Harun, J. (2014). A Predictive Model to Evaluate Students’ Cognitive Engagement in Online Learning. Procedia - Social and Behavioral Sciences, 116, 4844–4853. doi: https://doi.org/10.1016/j.sbspro.2014.01.1036
Steingartner, W., Novitzká, V. (2015). A new approach to operational semantics by categories. U T. Hunjak, V. Kirinić, M. Konecki (ur.), Proceedings of the 26th Central European Conference on Information and Intelligent System (CECIIS 2015) (str. 247–254). University of Zagreb, Faculty of Organization and Informatics Varaždin.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2023 Array