Meyer, Lukas
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Publikation Smart tools, smarter students. A study on ChatGPT's effects on learning outcomes and exercise quality in business education(IATED, 2024) Meyer, Lukas; Dannecker, Achim; Gómez Chova, Luis; González Martínez, Chelo; Lees, JoannaIn education, there's a growing interest in using artificial intelligence, particularly large language models (LLM) such as ChatGPT, to assist and improve learning. Within the context of a Swiss University of applied Sciences employing a flipped classroom methodology and in class exercises, a noticeable shift in student behaviour has been observed. Students overly rely on these tools to complete exercises, diverting their focus away from the exercise content and goals, leading to a decline in the quality of outcomes. It is suspected that they often lack the essential skills to critically assess information accuracy of AI responses and contextualize it within the educational exercise. This paper aims to evaluate the implications of employing ChatGPT in educational exercises. We aim to assess ChatGPT's proficiency in solving such exercises and to illustrate the knowledge prerequisites for formulating effective prompts. We focus on bachelor students in business education, particularly in project management and business process management. For instance, we will analyse various types of prompts and the resulting outcomes from a project planning exercise conducted by students based on an interview with the project sponsor. The research methodology involves an analysis of the results obtained, emphasising on the impact on the learning process. This study aims to review the viability of ChatGPT as a tool for solving educational exercises. Additionally, we investigate potential shortcomings and explore required prompts necessary for achieving good outcomes. Moreover, we examine the broader implications of utilising ChatGPT in educational contexts, reflecting on its effects on the learning process. Specifically, exploring ways educators can enhance student learning through effective exercises with the increasing utilisation of AI in the classroom. This study contributes to the ongoing dialogue on using AI in education by offering insights into the challenges and opportunities associated with ChatGPT's role in solving educational exercises. By addressing the quality of prompts and the subsequent impact on learning, we aim to provide practical guidance for educators and researchers seeking to harness the potential of AI in educational settings.04B - Beitrag KonferenzschriftPublikation Relevance of artificial inrelevance of artificial intelligence components in workflow-based student projects(International Academy of Technology, Education and Development (IATED), 2024) Dannecker, Achim; Meyer, Lukas; Gómez Chova, Luis; González Martínez, Chelo; Lees, JoannaOne of the big challenges today is innovative teaching concepts for business students in the area of digitalization. At the beginning of their study, students usually know only basics of IT mainly related to their private (mobile) environment and not real business scenarios such as business process management or workflow management. This paper explores innovative teaching concepts in the digitalization area for business students. It focuses on how students perceive process automation in workflows using tools like Camunda, particularly when tasks involve artificial intelligence (AI) components. The study assesses student engagement and learning effectiveness in projects involving decision models (DMN) and ChatGPT integration. The hypothesis suggests that tasks with ChatGPT are perceived as more enjoyable and relevant compared to DMN tasks. The research methodology includes questionnaires and data analysis, evaluating the responses of over 98 participating students. The results indicate a preference for AI-integrated tasks, highlighting the potential of AI in enhancing educational outcomes and student engagement in digital workflows.04B - Beitrag KonferenzschriftPublikation Comparative analysis of generative AI models in educational exercise performance(International Academy of Technology, Education and Development (IATED), 2024) Meyer, Lukas; Dannecker, Achim; Gómez Chova, Luis; González Martínez, Chelo; Lees, JoannaThe integration of artificial intelligence (AI) in educational settings presents great opportunities for enhancing learning experiences. Within the context of a Swiss University of applied Sciences employing a flipped classroom methodology and in class exercises, a noticeable shift in student behaviour has been observed. The quality of using generative AI for solving case study based exercises in Business Process and Project Management was analysed using OpenAI’s ChatGPT Model 3.5. However, it is unknown how the different models are performing compared to each other when solving exercises in business education. This paper aims to extend the discourse of solving class exercises by conducting a comparative analysis of various generative AI models in the context of educational exercises within the flipped classroom setting, particular in Business Process and Project Management. The study systematically assesses the performance of different AI models, such as GPT-4, BERT, BART, T5, LLM API, etc, in answering selected exercises derived from real-world business scenarios. This study analyzes the accuracy, relevance, completeness, and contextual understanding exhibited by each AI model in response to a series of exercises. These exercises are designed to mimic real-world business challenges in Business Process and Project Management, thereby providing a meaningful evaluation of each model's use in an educational context. The study further delves into the nuances of prompt construction, examining how variations in prompt design influence the performance of AI models, thereby shedding light on the critical role of effective communication in leveraging AI for educational purposes. The findings of this research provide educators, researchers, and practitioners with a comprehensive understanding of the comparative strengths and weaknesses of various generative AI models in the context of business education, particularly in Business Process and Project Management. By highlighting key differences in selecting and deploying AI tools for educational exercises, the paper aims to contribute insights into the optimization of AI-assisted learning environments.04B - Beitrag KonferenzschriftPublikation Quality and students' perception of feedback generated by GPT-4 on a complex group task(International Academy of Technology, Education and Development (IATED), 2024) Dannecker, Achim; Meyer, Lukas; Gómez Chova, Luis; González Martínez, Chelo; Lees, JoannaAI in education is a significant and widely debated subject, present at various educational levels. Students utilise AI for easy referencing of concepts to complete university assignments. It is also integrated into lecture content, facilitating discussions on effective prompting within specific contexts. Moreover, AI can act as a peer, aiding in the interactive development of assignment solutions. Instructors employ AI for task development and student outcome evaluation. This study explores how generative AIs can support or even supplant the feedback process for complex group tasks within the classroom. It focuses on a project management group task centred around developing project objectives according to IPMA standards, a task aimed at achieving multiple learning objectives. Students must comprehend an interview with a client, grasp project objective theory, categorise objectives, formulate them SMART, and ideally align them with company goals described in a case study. After working on the task during class time, groups receive guidance from instructors who provide coaching and support. Following completion, solutions are uploaded for individual feedback from instructors. Using the GPT-4 AI model, we trained it with past semester feedback and provided the theoretical context of the group task. With these inputs, we analysed, evaluated, and provided feedback generated by GPT-4 to groups. Subsequently, we surveyed groups to gauge the feedback's usefulness and compared this with lecturer assessments. This task forms part of a module for undergraduate business students focusing on business process and project management, developed in line with evidence-based university teaching criteria. The module is taught uniformly across the university's three locations, comprising seven classes in Spring 2024 (5 in German, 2 in English), utilising the same translated case study, exercises, and evaluation exam. The module's methodology combines case study teaching and the flipped classroom concept. A case study, based on a start-up company's real-life experiences, was developed. Over 12 weeks, students acquainted themselves with business process and project management theories, engaging in group exercises during class sessions. This study demonstrates how GPT-4-generated feedback can be utilised for complex group tasks and provides insights into its requirements in terms of theory, training data, and prompt structure.04B - Beitrag Konferenzschrift