The Content Analysis of the Lesson Plans Created by ChatGPT and Google Gemini

Abstract

Following the emergence of chatbots, especially ChatGPT, researchers have begun to examine their capabilities, credibility, and reliability in educational context. In this study, ChatGPT and Google Bard are used as technological tools to create 7th-grade lesson plans for mathematics, science, literature, and social studies classes. Using prompts, these chatbots were asked to create lesson plans for the desired course, subject, and level. The data source of this study is the content produced by these chatbots. We analyzed 18 lesson plans to identify patterns and variations within the context of learning theories and models by using the Taguette qualitative analysis program. The results show that the lesson plans created by both chatbots are strongly resemblance to human-written educational content such as sentence structures, lesson activities, and assessments. Although the activities in all lesson plans defined teachers as facilitators and offered partially constructive lesson plans, it was found that the technology-integrated activities were very limited. The findings of this study provide a practical implication of chatbots for teachers and highlights educational considerations when integrating these tools into lessons.

Postgraduate Students’ Perceptions on the Benefits Associated with Artificial Intelligence Tools on Academic Success: In Case of ChatGPT AI tool

“…Postgraduate academic success in this study refers to success in the participants' research. ChatGPT is an artificial intelligence language model developed by OpenAI and is capable of generating human-like text (Baytak, 2024;Brown et al, 2020). As highlighted by Van Dis et al (2023), ChatGPT plays a crucial role in assisting postgraduate students, especially master's students and doctoral candidates, in expediting their research processes and facilitating the retrieval of accurate information from previous studies for their research endeavours.…”