Abstract:

The emergence of generative AI technologies, exemplified by innovative platforms like ChatGPT, has catalyzed widespread disruption across various sectors, with education standing as no exception. Educators worldwide are actively engaged in discussions, brainstorming sessions, and experimental endeavors, seeking short-term mitigative measures and long-term adaptation strategies in response to the transformative impact of generative AIs. However, despite the palpable urgency surrounding this issue, the existing scholarly discourse on the efficacy of such measures or strategies remains notably sparse.

This study presents a comprehensive analysis of the transformative interventions implemented within an analytics course at the Business School of the National University of Singapore. Spanning two academic semesters, these interventions encompassed a spectrum of modifications, including the redefinition of teaching objectives, a paradigm shift in teaching philosophy, and the overhaul of assessment methodologies. The efficacy of these interventions was assessed through surveys administered to students, revealing a discernibly positive reception to the implemented changes.

Generative AIs emerged as instrumental facilitators in alleviating the formidable learning curve associated with programming for business students, thereby bolstering their confidence in leveraging tools like R for analytics endeavors. Consequently, students were afforded the opportunity to redirect their focus towards honing their proficiency in data comprehension, addressing pertinent business challenges, and effectively communicating analytical findings. However, notwithstanding these benefits, our observations unveiled a potential pitfall: a tendency among students to excessively rely on generative AI solutions, consequently diminishing their intrinsic analytical acumen and critical thinking capabilities.

In light of these findings, a series of proactive recommendations are proffered to circumvent the potential pitfalls associated with overreliance on generative AI technologies. These recommendations serve as pragmatic guidelines for educators seeking to harness the transformative potential of generative AIs while concurrently fostering the cultivation of essential analytical competencies among students.

Keywords:

Generative AI, Analytics, Business Education