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Problem-based Learning and ChatGPT : Explorative analysis of the relationship between chatgpt prompts and problem-solving skills

  • The Journal of General Education
  • 2024, (26), pp.111~145
  • DOI : 10.24173/jge.2024.01.26.4
  • Publisher : Da Vinci Mirae Institute of General Education
  • Research Area : Social Science > Education > Field of Education > General Education
  • Received : December 20, 2023
  • Accepted : January 18, 2024
  • Published : January 31, 2024

Han, Jinyoung 1,  Lee, Minjeong 1

1중앙대학교 교양대학

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ABSTRACT

The expectations and controversies surrounding ChatGPT continued in various fields. In particular, education and academia paid attention to ethical issues such as ghostwriting and plagiarism. Universities are preparing ways to use ChatGPT in classes, including preparing guidelines for the use of ChatGPT and recommending that the degree of use of ChatGPT be specified in the syllabus. However, empirical studies on the educational effects or learner competency development of utilizing ChatGPT is still in its early stages. To bridge this research gap, our study investigates the relationship between users' problem-solving skills and the attributes of ChatGPT prompts. Data were drawn from 62 participants in the ChatGPT Prompt Competition at C University in Seoul. The exploratory analysis showed that the quantity and quality of information provided in prompts and user's progressive and critical controls had a positive effect on users' problem-solving skills. Building upon these findings, we propose a potential role of ChatGPT to enhance learners' problem-solving competencies within a problem-based learning framework.

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