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Class Integration of ChatGPT and Learning Analytics for Higher Education.
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  • Miguel Civit,
  • M. J. Escalona,
  • Francisco Cuadrado,
  • Salvador Reyes-de Cózar
Miguel Civit
Universidad de Sevilla Escuela Tecnica Superior de Ingenieria Informatica

Corresponding Author:[email protected]

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M. J. Escalona
Universidad de Sevilla Escuela Tecnica Superior de Ingenieria Informatica
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Francisco Cuadrado
Universidad Loyola Andalucia
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Salvador Reyes-de Cózar
Universidad Loyola Andalucia
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Abstract

Background: Active Learning with AI-tutoring in Higher Education tackles dropout rates. Objectives: To investigate teaching-learning methodologies preferred by students. ChatGPT-based gamified learning methodology is compared to another active learning methodology and a traditional methodology. Study with Learning Analytics to evaluate alternatives, their implementation, and help students elect the best strategies according to their preferences. Methods: Comparative study of three learning methodologies in a Single-Group counterbalanced with 45 university students. It follows a pretest/post-test approach using AHP and SAM. HRV and GSR used for emotional state estimation. Findings: Criteria related to in-class experiences valued higher than test-related criteria. Chat-GPT integration was well regarded compared to well-established methodologies. Student emotion self-assessment correlated with physiological measures, validating used Learning Analitycs. Conclusions: Proposed model AI-Tutoring classroom integration functions effectively at increasing engagement and avoiding false information. AHP with the physiological measuring allows students to determine preferred learning methodologies, avoiding biases, and acknowledging minority groups.
26 Jan 2024Submitted to Expert Systems
27 Jan 2024Submission Checks Completed
27 Jan 2024Assigned to Editor
02 Feb 2024Reviewer(s) Assigned
16 May 2024Review(s) Completed, Editorial Evaluation Pending
17 May 2024Editorial Decision: Revise Major
08 Jun 20241st Revision Received
10 Jun 2024Submission Checks Completed
10 Jun 2024Assigned to Editor
09 Jul 2024Review(s) Completed, Editorial Evaluation Pending
31 Jul 2024Editorial Decision: Accept