Assessing the potential of chatbots as tutoring tools in engineering education: a South African case study

Abstract

Artificial Intelligence (AI) has emerged as a transformative force in education, offering the potential to tailor learning experiences to individual students. Within Engineering Education, AI-powered Chatbots like ChatGPT have shown promise as virtual tutors, providing students with personalized support. Utilizing natural language processing and machine learning techniques, ChatGPT can understand and respond to student inquiries, enhancing the learning process. This study aimed to assess the effectiveness of ChatGPT as a tutoring tool at a University of Technology in South Africa. We applied the Plan, Do, Check, Act (PDCA) cycle, a Quality Management tool, to explore the potential of integrating chatbots as tutors. A survey involving 48 participants was conducted to collect feedback from students who have interacted with ChatGPT. Our findings indicate that ChatGPT is an effective tool for personalized tutoring. It demonstrates the ability to understand and respond to student inquiries accurately and efficiently, thereby enhancing the overall learning experience. However, it is essential to acknowledge the ethical and societal implications associated with the use of AI in education. In conclusion, while AI, exemplified by ChatGPT, holds tremendous promise, it is important to recognize that human tutors continue to play a valuable role in education. A harmonious integration of AI tutors and human educators can offer a more comprehensive and holistic learning experience. This study serves as a foundation for future exploration of AI's role in education and the continuous improvement of such technology-enhanced learning environments.