Exploring the Effectiveness of Advanced Chatbots in Educational Settings: A Mixed-Methods Study in Statistics

Abstract

The Generative Pre-trained Transformer (GPT) is a highly advanced natural language processing model. This model can generate conversation-style responses to user input. The rapid rise of GPT has transformed academic domains, with studies exploring the potential of chatbots in education. This research investigates the effectiveness of ChatGPT 3.5, ChatGPT 4.0 by OpenAI, and Chatbot Bing by Microsoft in solving statistical exam-type problems in the educational setting. In addition to quantifying the errors made by these chatbots, this study seeks to understand the causes of these errors to provide recommendations. A mixed-methods approach was employed to achieve this goal, including quantitative and qualitative analyses (Grounded Theory with semi-structured interviews). The quantitative stage involves statistical problem-solving exercises for undergraduate engineering students, revealing error rates based on the reason for the error, statistical fields, sub-statistics fields, and exercise types. The quantitative analysis provided crucial information necessary to proceed with the qualitative study. The qualitative stage employs semi-structured interviews with selected chatbots; this includes confrontation between them that generates agreement, disagreement, and differing viewpoints. On some occasions, chatbots tend to maintain rigid positions, lacking the ability to adapt or acknowledge errors. This inflexibility may affect their effectiveness. The findings contribute to understanding the integration of AI tools in education, offering insights for future implementations and emphasizing the need for critical evaluation and responsible use.

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