Does ChatGPT-Permitted Assessments Help Students Generate Better Answers and Learn More?

Michelle Cheong, Jean Y-C. Chen

2025

Abstract

We discuss our methodology and implementation of ChatGPT-permitted assessments for a university-level spreadsheets modelling module. Through our quantitative data analysis, our students rated ChatGPT’s answers to be incorrect on average and thus will not help them generate better answers directly, representing low “Perceived usefulness” (PU), while they rated ChatGPT 3.5 with relatively high “Perceived ease of use” (PE). They gave a good “Behavioural intention” (BI) rating indicating that they were motivated to use it in future as they could still learn more about this module by using ChatGPT 3.5. We found that both PU and PE affected BI positively, with PU being the stronger predictor, suggesting that developers should focus on improving ChatGPT’s accuracy to improve PU, which will in turn have a higher positive impact on BI. Through our qualitative analysis, our students indicated that they could learn positively from ChatGPT 3.5 in terms of getting an initial idea on how to approach the problem, providing a first cut solution, learning the execution steps for complex Excel functions, providing an active learning opportunity through identifying and correcting the mistakes, and gaining the awareness of not committing such mistakes in the future.

Paper Citation

in Harvard Style

Cheong M. and Chen J. (2025). Does ChatGPT-Permitted Assessments Help Students Generate Better Answers and Learn More?. In Proceedings of the 17th International Conference on Computer Supported Education - Volume 2: CSEDU; ISBN 978-989-758-746-7, SciTePress, pages 189-197. DOI: 10.5220/0013095500003932

in Bibtex Style

@conference{csedu25,
author={Michelle Cheong and Jean Chen},
title={Does ChatGPT-Permitted Assessments Help Students Generate Better Answers and Learn More?},
booktitle={Proceedings of the 17th International Conference on Computer Supported Education - Volume 2: CSEDU},
year={2025},
pages={189-197},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0013095500003932},
isbn={978-989-758-746-7},
}

in EndNote Style

TY - CONF

JO - Proceedings of the 17th International Conference on Computer Supported Education - Volume 2: CSEDU
TI - Does ChatGPT-Permitted Assessments Help Students Generate Better Answers and Learn More?
SN - 978-989-758-746-7
AU - Cheong M.
AU - Chen J.
PY - 2025
SP - 189
EP - 197
DO - 10.5220/0013095500003932
PB - SciTePress