A New Era of Learning: Considerations for ChatGPT as a Tool to Enhance Statistics and Data Science Education

Ellis, Amanda R.; Slade, Emily

doi:10.1080/26939169.2023.2223609

Cited by 24 publications

(12 citation statements)

References 6 publications

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“…It may produce improved results with detailed information, but users need to make additional efforts to meet the requirements. Considering the questionable consistency, accuracy, and reliability reported here and formerly, [14][15][16][17] learners and educators can view it as an opportunity and meanwhile a challenge. Overall, ChatGPT should be considered a teacher whom we gain a broad understanding from, a peer with whose help we develop critical skills, an assistant we supervise, and a student in whose work we identify and rectify errors.…”

Section: Discussionmentioning

confidence: 59%

“…It has been shown that similar or identical questions can lead to feedback of different lengths, styles, and quality. 17 In this work, some prompts include two or more replications or variations to further test the reproducibility and consistency of ChatGPT's response. Keywords such as "brief," "short," or "concise" were used in the prompts to assist ChatGPT in turning a lengthy answer into concise yet accurate content while simultaneously investigating its capability of summarizing.…”

Section: Explore Chatgpt Through Promptsmentioning

confidence: 99%

“…This includes a study that tested hypotheses on predictors influencing intention and usage among higher education students. 10 ChatGPT has shown a high influence on education across various domains, including nursing, 11,12 chemistry, 13 physics, 14,15 mathematics, 16 statistics, 17 and environmental science. 18,19 These studies highlight AI's benefits as a teaching and learning tool while raising questions about academic integrity, ethics, accuracy, and reliability.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the use of ChatGPT in learning and instructing statistics and data analytics

Xing

2024

Teaching Statistics

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Generative artificial intelligence (AI) has shown the potential to reshape the world and redefine daily workflows. One specific instance of generative AI, ChatGPT, specializes in understanding natural language and generating human‐like conversational text. Its free access, user‐friendly interface, and instant feedback have propelled its popularity within and beyond education. Given its extensive knowledge of traditional statistics and contemporary data science, it can be considered for integration into modern statistics education. However, there have been ongoing questions and serious concerns regarding the accuracy and accountability of the responses generated by ChatGPT. This study explores ChatGPT's capabilities in addressing conceptual problems, implementing analytical techniques, and facilitating teaching while considering its disadvantages and ongoing development. With continued practice and deeper insights into this novel technology, its benefits can be cautiously leveraged in teaching and learning activities.

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Section: Discussionmentioning

confidence: 59%

Section: Explore Chatgpt Through Promptsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the use of ChatGPT in learning and instructing statistics and data analytics

Xing

2024

Teaching Statistics

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“…LLMs and other AI applications are uncannily good at generating well-functioning and understandable computer code based on natural language prompts from users-including users without a programming background (Ellis & Slade 2023). Within ecology and evolution, many researchers and students already are using LLMs to help them write code (Duffy 2024).…”

Section: Using Llms For Codingmentioning

confidence: 99%

Harnessing Large Language Models for Coding, Teaching, and Inclusion to Empower Research in Ecology and Evolution

Cooper,

Clark,

Lecomte

et al. 2024

Preprint

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1. Large language models (LLMs) are a type of artificial intelligence (AI) that can perform various natural language processing tasks. The adoption of LLMs has become increasingly prominent in scientific writing and analyses because of the availability of free applications such as ChatGPT. This increased use of LLMs raises concerns about academic integrity, but also presents opportunities for the research community. Here we focus on the opportunities for using LLMs for coding in ecology and evolution. We discuss how LLMs can be used to generate, explain, comment, translate, debug, optimise, and test code. We also highlight the importance of writing effective prompts and carefully evaluating the outputs of LLMs. In addition, we draft a possible road map for using such models inclusively and with integrity.2. LLMs can accelerate the coding process, especially for unfamiliar tasks, and free up time for higher-level tasks and creative thinking while increasing efficiency and creative output. LLMs also enhance inclusion by accommodating individuals without coding skills, with limited access to education in coding, or for whom English is not their primary written or spoken language. However, code generated by LLMs is of variable quality and has issues related to mathematics, logic, non-reproducibility, and intellectual property; they can also include mistakes and approximations, especially in novel methods.3. We highlight the benefits of using LLMs to teach and learn coding, and advocate for guiding students in the appropriate use of AI tools for coding. Despite the ability to assign many coding tasks to LLMs, we also reaffirm the continued importance of teaching coding skills for interpreting LLM generated code and to develop critical thinking skills.4. As editors of MEE, we support—to a limited extent—the transparent, accountable, and acknowledged use of LLMs and other AI tools in publications. If LLMs or comparable AI tools (excluding commonly-used aids like spell-checkers, Grammarly and Writefull) are used to produce the work described in a manuscript, there must be a clear statement to that effect in its Methods section, and the corresponding or senior author must take responsibility for any code (or text) generated by the AI platform.

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“…The number of ChatGPT users has increased exponentially, spreading the popularity of this tool in a variety of settings, especially in education [ 14 ]. Educators and universities are taking steps to mitigate their usage in academic settings [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Analysis of college students' attitudes toward the use of ChatGPT in their academic activities: effect of intent to use, verification of information and responsible use

Acosta-Enriquez,

Arbulú Ballesteros,

Huamaní Jordan

et al. 2024

BMC Psychol

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Background In recent years, the use of artificial intelligence (AI) in education has increased worldwide. The launch of the ChatGPT-3 posed great challenges for higher education, given its popularity among university students. The present study aimed to analyze the attitudes of university students toward the use of ChatGPTs in their academic activities. Method This study was oriented toward a quantitative approach and had a nonexperimental design. An online survey was administered to the 499 participants. Results The findings of this study revealed a significant association between various factors and attitudes toward the use of the ChatGPT. The higher beta coefficients for responsible use (β=0.806***), the intention to use frequently (β=0.509***), and acceptance (β=0.441***) suggested that these are the strongest predictors of a positive attitude toward ChatGPT. The presence of positive emotions (β=0.418***) also plays a significant role. Conversely, risk (β=-0.104**) and boredom (β=-0.145**) demonstrate a negative yet less decisive influence. These results provide an enhanced understanding of how students perceive and utilize ChatGPTs, supporting a unified theory of user behavior in educational technology contexts. Conclusion Ease of use, intention to use frequently, acceptance, and intention to verify information influenced the behavioral intention to use ChatGPT responsibly. On the one hand, this study provides suggestions for HEIs to improve their educational curricula to take advantage of the potential benefits of AI and contribute to AI literacy.

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A New Era of Learning: Considerations for ChatGPT as a Tool to Enhance Statistics and Data Science Education

Cited by 24 publications

References 6 publications

Exploring the use of ChatGPT in learning and instructing statistics and data analytics

Exploring the use of ChatGPT in learning and instructing statistics and data analytics

Harnessing Large Language Models for Coding, Teaching, and Inclusion to Empower Research in Ecology and Evolution

Analysis of college students' attitudes toward the use of ChatGPT in their academic activities: effect of intent to use, verification of information and responsible use

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