Abstract:

With the increasing popularity of artificial intelligence (AI), machine learning (ML) and data science (DS), there is a need to adapt the STEM university study programs to involve more subjects related to mentioned fields that are very popular these days. This research continues the previous work of our research group dealing with the challenges encountered by students and teachers of the STEM study programs. While the previous research included interdisciplinary aspects, specific development environments, tools, and technologies, the present research deals with the integration of tools based on ChatGPT for the purpose of enhancing teaching and learning quality in the context of the graduate study Data Science and Engineering (DSE) at the Faculty of Science, University of Split.

Using a rapid review approach, the study explores the impact of ChatGPT-based tools incorporation into the DSE curriculum. These tools use ChatGPT large language model to enable interactive interface, provide real-time feedback and explanation, thus helping students to overcome the challenges of a particular task. By integrating these tools into the curriculum, teachers can create virtual learning environments suitable for project-based learning in DSE study.

The paper emphasizes the importance of learning how to use ChatGPT-based tools for self-evaluation and project-based learning. Several tools can also be used to generate programming code prototypes for a project. However, including ChatGPT-based tools into learning and evaluation processes supports a continuous learning cycle, encouraging students to reflect on their work.

Furthermore, considering the results of previous research, the paper recognizes other challenges associated with modifying the curriculum with topics related to AI, ML and DS. This includes interdisciplinary aspects, selection of language and tools to follow industry requirements. The integration of ChatGPT-based tools aims to overcome these challenges and improve the overall learning experience for students at DSE. The paper also emphasizes the importance of ethical concerns to ensure the responsible development and implementation of AI and DS applications.

Finally, a case study demonstrating the integration of ChatGPT-based tools into the graduate DSE study program is given. The study evaluates the impact of these tools on student learning outcomes and skill development. Initial results show that using ChatGPT-based tools can have a positive impact on learning outcomes and increase gain of knowledge in the context of DSE study.

In conclusion, this research continues the previous study and indicates the potential of using tools that are based on ChatGPT for the purpose of teaching and learning quality increase at the graduate study of DSE.

Keywords:

ChatGPT, artificial intelligence, machine learning, teaching, data science, education.