Effects of a ChatGPT-based flipped learning guiding approach on learners’ courseware project performances and perceptions

Abstract

In recent decades, flipped learning has been adopted by teachers to improve learning achievement. However, it is challenging to provide all students with instant personalised guidance at the same time. To address this gap, based on Chat Generative Pre-trained Transformer (ChatGPT) and the learning scaffolding theory, I developed a ChatGPT-based flipped learning guiding approach (ChatGPT-FLGA) according to the analysis, design, development, implementation and evaluation model. To investigate the effectiveness of ChatGPT-FLGA, a quasi-experiment was conducted in the learning activities of a courseware project. One of two classes was randomly assigned to the experimental group, while the other was assigned to the control group. The students in both classes received flipped classroom instruction and conducted discussions through Tencent QQ applications, but only those in the experimental group learned with ChatGPT-FLGA. The results revealed that the ChatGPT-FLGA significantly improved students’ performance, self-efficacy, learning attitudes, intrinsic motivation and creative thinking. The research findings enrich the literature on ChatGPT in flipped classrooms by addressing the influence of ChatGPT-FLGA on students' performance and perceptions. Implications for practice or policy: Teachers and universities should utilise ChatGPT as a tool for supporting students’ learning and promoting their problem-solving skills. Course designers and academic staff can leverage ChatGPT-FLGA to enact student-centred pedagogical transformation in massive open online courses or flipped learning. Course designers should master how to use ChatGPT-FLGA and its learning system, to foster learners’ self-regulated learning, help them promote online self-efficacy and overcome difficulties in learning motivation and creative thinking ability.

Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy

“…Our study reinforces these outcomes by finding that the combined use of FL + ChatGPT allowed students in the experimental groups to obtain a higher normalized learning. These results are in line with Hai-Feng [41], who found that the use of FL and ChatGPT promotes students' performance.…”

“…The study of [41] provides new valuable insights into how ChatGPT is utilized to support human-computer conversations and how a ChatGPT-based flipped learning guiding approach (ChatGPT-FLGA) promotes students' performance and perceptions in the flipped classroom. The findings revealed that ChatGPT-FLGA can significantly improve students' project performance, self-efficacy, learning attitudes, learning motivation, and creative thinking tendency, compared with the T-FLGA.…”

AI in tertiary education: progress on research and practice

“…AJET welcomes good quality work in this area for publication to contribute to the wider conversation and help the tertiary education community respond to, challenge and evolve along with the technology. In this themed issue, the articles cover the use of generative AI for learning in a global context through an engineering course in South-east Asia (Pham et al, 2023), students' experiences with ChatGPT in online courses in Turkey (Kayali et al, 2023) and its use in teaching in universities in China and Vietnam (Li, 2023;Thanh et al, 2023). These studies show that generative AI can be used in productive ways in higher education settings but all raise the importance of instructors being informed participants in its use.…”