Implementing ChatGPT in the Level 3 Engineering Class: Research Assistant

Implementing ChatGPT in the Level 3 Engineering Class

Over the last two years, I have found I really questioned if it was time for change from the classroom and education, I had found the classroom didn’t have the same spark, but my passion for teaching and curriculum remained strong. In March 2023, I had a pivotal moment while covering a class where we discussed ways students could carry out research for their assignments. This lesson sparked a transformation in my teaching approach. Generative AI (GenAI) reignited my enthusiasm, prompting me to think deeply about the learning process. For me, GenAI was the game changer.

I decided to pilot GenAI in my class: a Level 3 Product Design and Manufacturing class. This class was diverse in content and learning abilities, making them ideal for exploring how GenAI tools could enhance learning. My objective was to utilise GenAI to support students' learning processes while also leveraging these tools to assist my teaching efforts.

Developing a Plan

As I researched GenAI tools, I discovered a wide array of options, each with different recommendations. This abundance of tools was overwhelming, so I focused on: ChatGPT. I chose this because students were already familiar with ChatGPT, and I wanted to document their learning journey in an accessible way. To address the age limit for ChatGPT, I ensured that all learners were over 16 and carefully monitored its use, emphasising responsible and ethical engagement with the tool, while obtaining appropriate permissions where necessary to align with guidelines.

Research Assistant

How could I involve students in the process of integrating AI tools into their learning, ensuring they felt engaged? I initiated a conversation with my students about using GenAI tools, and unsurprisingly, many had already been using AI through platforms like Snapchat, although a few students pretended they never heard of AI (but that is another story). However, I wanted to ensure they used it ethically and avoided simply copying and pasting information. My focus was on developing their soft skills, such as collaboration, critical thinking, and analysing the content generated by GenAI while also meeting the requirements of the unit.

Together with the students, we devised a plan to integrate ChatGPT into their classwork and homework content. We identified how it could serve as a study buddy, providing quick access to information and helping them generate ideas and insights. This tool allowed students to explore diverse perspectives, refine their research questions, and gain a deeper understanding of their topics. Through interaction with ChatGPT, students were able to ask questions, receive instant feedback, and explore new avenues of inquiry. This interactive approach made research more engaging and helped students develop critical thinking and analytical skills. They learned how to evaluate information, preparing them for real-world problem-solving. The most significant aspect of the trial was the improvement in engagement and grades compared to a non-pilot group.

Were there challenges?

The introduction of Generative AI into the classroom has been a transformative experience. It reignited my passion for teaching, especially during a time when the traditional classroom environment felt less engaging. By integrating tools like ChatGPT into my Level 3 Product Design and Manufacturing class, I was able to reshape the learning process. The impact on student engagement, the development of critical soft skills, and overall improvement in academic performance speaks volumes about the potential of AI in education.

This journey was not without its challenges—learning how to effectively incorporate AI tools while maintaining ethical standards required careful planning and collaboration with my students.