Comparison of the effectiveness of flipped classroom using videos and ChatGPT in chemical engineering education

Abstract

The 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.