Can ChatGPT Predict Future Interest Rate Decisions?

Woodhouse, Drew; Charlesworth, Alex

doi:10.2139/ssrn.4572831

Cited by 1 publication

(1 citation statement)

References 14 publications

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“…Additionally, the investigation unveiled that the impact of ChatGPT usage on mathematics interest is not only directly positive but also statistically significant, aligning with findings from other studies such as Ali et al (2023), who observed that motivation in mathematics learning is positively affected by ChatGPT usage. Furthermore, Zafrullah et al (2023) identified ChatGPT as a motivational tool that amplifies students' interest in mathematics, supporting the notion that ChatGPT can predict the rate of interest among students in the discipline, as highlighted by Woodhouse & Charlesworth (2023).…”

Section: Resultsmentioning

confidence: 90%

Exploring the Impact of ChatGPT on Mathematics Performance: The Influential Role of Student Interest

Asare,

Arthur,

Boateng

2023

ESM

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This investigation examines the influence of ChatGPT on mathematics achievement, with a specific focus on the moderating role of students' interest in mathematics. A sample of 250 students, encompassing undergraduates pursuing a Bachelor of Science and postgraduates engaged in Masters of Philosophy and Doctor of Philosophy programs in Mathematics Education at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi-Ghana, was selected through random sampling.Employing a quantitative methodology, data were collected via structured questionnaires and analyzed using Amos software, version 23, to test the hypothesized relationships. The findings revealed that student interest in mathematics significantly and positively correlates with the use of ChatGPT, as evidenced by a p-value of less than 1%. Conversely, ChatGPT's direct influence on mathematics achievement was found to be negative, though not statistically significant, with a p-value of less than 1%. Furthermore, a direct, positive, and statistically significant relationship between students' interest in mathematics and their achievement in the subject was observed, with a p-value of less than 1%. Notably, the study identified a statistically significant positive moderation effect of students' interest on the association between ChatGPT usage and mathematics achievement, underlined by a p-value of less than 1%. The findings advocate for a cautious integration of ChatGPT in mathematics education, emphasizing that reliance on artificial intelligence should complement, not replace, traditional learning modalities. Additionally, it is suggested that future research might benefit from employing surveys or self-evaluation tools beyond questionnaires to gather data. This study contributes to the existing body of knowledge by highlighting the nuanced role of student interest in leveraging technology-enhanced learning tools for academic success in mathematics.

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Section: Resultsmentioning

confidence: 90%