Home > Archive > 2024 > Volume 14 Number 2 (2024) >
IJIET 2024 Vol.14(2): 271-278
doi: 10.18178/ijiet.2024.14.2.2048

Exploring the Potential of ChatGPT as a Substitute Teacher: A Case Study

Shatha Al Ghazali1,*, Nazar Zaki1, Luqman Ali1, and Saad Harous2
1. Department of Computer Science and Software Engineering, College of Information Technology, UAEU, UAE
2. Department of Computer Science and Software Engineering, University of Sharjah, Sharjah, UAE
Email: 202090002@uaeu.ac.ae (S.A.G.); nzaki@uaeu.ac.ae (N.Z.); 201990024@uaeu.ac.ae (L.A.); harous@sharjah.ac.ae (S.H.)
*Corresponding author

Manuscript received June 9, 2023; revised July 3, 2023; accepted July 14, 2023; published February 18, 2024

Abstract—This study explores the potential of utilizing ChatGPT, an AI-powered chatbot, as a substitute teacher in the context of teaching chemistry to eleventh-grade students following the American curriculum in the United Arab Emirates. The study aims to assess the effectiveness of ChatGPT in engaging students and facilitating learning across different cognitive domains. The research employs Bloom’s taxonomy to categorize learning objectives and evaluate student performance in the areas of knowing, applying, and reasoning. The study involved a sample of 39 students divided into an experimental group and a control group. Findings reveal that while ChatGPT shows promise in certain aspects, such as knowledge recall and reasoning skills, it faces challenges related to student engagement and completion rates. Analysis of students performance in the post class assessment shows that the average percentage of students who’s answers were evaluated as good and outstanding according to the evaluation rubric and across all three cognitive domains, is almost the double in the control group in comparison to the experiment group, 15% and 7.5% respectively. The study also highlights the importance of balancing AI-powered tools with traditional teaching methods.

Keywords—AI-powered chatbot, ChatGPT, cognitive domains, educational technology, substitute teacher

[PDF]

Cite: Shatha Al Ghazali, Nazar Zaki, Luqman Ali, and Saad Harous, "Exploring the Potential of ChatGPT as a Substitute Teacher: A Case Study," International Journal of Information and Education Technology vol. 14, no. 2, pp. 271-278, 2024.


Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Managing Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2022: 2.0), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net

 

Article Metrics in Dimensions