Pedagogical Qualities of Artificial Intelligence-Assisted Teaching: An Exploratory Analysis of a Personal Tutor in a Voluntary Business Higher-Education Course
Source abstract
Abstract
There is minimal research concerning the role of custom-trained artificial intelligence (AI) tools in higher education, with a lack of research concerning the pedagogical qualities of an AI-based personal tutor. To fill this literature gap, we examined how a custom GPT personal tutor shapes key teaching and learning qualities. Using the mixed-methods approach, we aimed to demonstrate preliminary and exploratory empirical evidence concerning the contribution of custom-trained AI tutors to building up students’ competencies. Our research analyzed the subjective assessments of students related to the GPT tutor’s contribution to improving their competencies. Both the qualitative and quantitative empirical results confirmed the positive contribution. In addition, we triangulated the results to evaluate the potential of custom-trained AI chatbots in higher education, focusing on undergraduate business courses. However, the results of this study cannot be generalized to the entire student population of business schools, since the participation in the AI-assisted tutor program was voluntary, attracting only intrinsically motivated students.
Source: crossref · Quality: baseline
Research context
OpenAlex topics: Online Learning and Analytics · E-Learning and Knowledge Management · Artificial Intelligence in Healthcare and Education
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
Affiliations
Faculty of Economics, Business and Tourism, University of Split, 21000 Split, Croatia
Department for Management, Karlovac University of Applied Sciences, Trg Josipa Jurja Strossmayera 9, 47000 Karlovac, Croatia
References (33)
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