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2023-09
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info:eu-repo/semantics/openAccess
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Resumen
This paper presents a research study that evaluated the score ChatGPT would get when summarizing a reading comprehension text from the PISA international tests with a prompt that made it simulate doing this as if it were a 15-year-old student. For this purpose, the text was camouflaged among 30 other summaries made by real 15-year-old students and was evaluated by 30 Spanish language teachers with different profiles in terms of age, professional experience, and gender who were unaware that one of the texts was made by artificial intelligence (AI). The evaluation of the summary, for which a homogeneous rubric is used, is based on two fundamental criteria: content and style. For the data analysis descriptive and inferential statistical techniques were used. The results show that the ChatGPT summary obtained the best marks in terms of content and style, with its respective marks being 3 and 2.5 points higher than those of the students. Therefore, we can deduce that the style and content of the ChatGPT summary greatly exceeded those presented by the students. These results are independent of the ages, levels of professional experience, and genders of the teachers who corrected the summary. The integration of AI tools such as ChatGPT must be based on solid methodological proposals that integrate their use from a creative and critical perspective that allows learning with the support of these tools and not using them as substitutes for the development of basic student competencies.
Descripción
The registered version of this article, first published in “Thinking Skills and Creativity, 49, 2023", is available online at the publisher's website: Elsevier, https://doi.org/10.1016/j.tsc.2023.101380
La versión registrada de este artículo, publicado por primera vez en “Thinking Skills and Creativity, 49, 2023", está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.tsc.2023.101380
Proyecto de Innovación Docente de la UNED titulado: “Producción de chatbots temáticos para el fomento de procesos de retroalimentación en el aprendizaje a distancia. Un estudio de caso en la asignatura: Medios, Recursos Didácticos y Tecnología Educativa”. (Resolución del Vicerrectorado de Digitalización e Innovación (UNED). BICI. Nº 12. 19 de diciembre de 2022).
Proyecto de Innovación Docente de la UNED titulado: “Producción de chatbots temáticos para el fomento de procesos de retroalimentación en el aprendizaje a distancia. Un estudio de caso en la asignatura: Medios, Recursos Didácticos y Tecnología Educativa”. (Resolución del Vicerrectorado de Digitalización e Innovación (UNED). BICI. Nº 12. 19 de diciembre de 2022).
Categorías UNESCO
Palabras clave
ChatGPT, summarizing, assessment, content, style
Citación
Vázquez Cano, E., Ramírez-Hurtado, J. M., & Sáez-López, J. M., & López-Meneses, E. (2023). ChatGPT: The brightest student in the class. Thinking Skills and Creativity, 49, 101380. https://doi.org/10.1016/j.tsc.2023.101380
Centro
Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales