Conferencia
Permanent URI for this collectionhttps://hdl.handle.net/11285/636053
Presentación o disertación realizada dentro de un congreso o evento similar, o como evento académico independiente, tales como: Conferencia inaugural, conferencia magistral, conferencia de clausura.
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- ChatGPT as a flipped learning tool in education: a case study in chemical engineering(2024) Delgado Fabián, Mónica; Huesca Juárez, Gilberto; Carrera Flores, Héctor Eder; Menchaca Torre, Hilda Lizette; Garcia Peñalvo, Francisco José; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504; University of AlicanteRapid technology advancement has profoundly impacted global education systems, particularly in the context of generative artificial intelligence (Gen-AI). This research's objective was to evaluate the potential integration of large language models (LLMs), such as ChatGPT, in chemical engineering education. In a course that employed flipped learning as an active learning strategy, the use of videos as a pre-class preparation activity was replaced by ChatGPT. The study employed a quantitative research design with an exploratory approach, with a sample size of 41 students. The efficacy of integrating ChatGPT was assessed by contrasting the normalized learning gain between the focus and control groups. The results of the descriptive statistics and the t-test indicate that there is no statistically significant difference between the two groups in terms of the normalized learning gain. The principal findings regarding the utilization of ChatGPT in chemical engineering curricula are as follows: first, it has the potential to enhance the explanation of fundamental concepts; second, it presents a challenge in tasks that require complex calculations; and third, it offers an opportunity for developing critical thinking in students. This research contributes to the existing literature on the use of ChatGPT as a tool in flipped classroom and highlights the ongoing need for further work on instructional design.
- Comparison of the effectiveness of flipped classroom using videos and ChatGPT in chemical engineering education(2024) Velarde Camaqui, Davis; Delgado Fabián, Mónica; https://ror.org/03ayjn504; University of AlicanteThe teaching of chemical engineering in higher education presents multiple challenges due to the complexity and abstraction of its fundamental concepts. Traditional methodologies often fail to fully engage students or foster deep understanding, highlighting the need for innovative pedagogical approaches. This study compares the effectiveness of two tools used in the flipped classroom methodology: educational videos and ChatGPT, an interactive artificial intelligence tool. Conducted over the second semester of 2023 with 45 third-semester Chemical Engineering students at a private university in Mexico, the study randomly assigned students to either the video group or the ChatGPT group. Data was collected using the PEPAI questionnaire, supplemented by classroom observations and performance assessments. The Mann-Whitney U test revealed significant differences in notetaking and preparedness for class exercises, with the video group outperforming the ChatGPT group. However, no significant differences were found in other areas such as content clarity, time spent, and ease of collaborative activities. These findings suggest that while ChatGPT has potential, it is still in a settling phase for both students and teachers. The study underscores the importance of careful integration of new technologies in education and provides practical guidelines for enhancing flipped classroom experiences.