Artificial intelligence in Higher Education: Evaluating a Custom GPT for Teaching Planning in a Course on American History

Antonio Carrasco Rodriguez

doi:10.6018/pantarei.653731

Authors

Antonio Carrasco Rodriguez Universidad de Alicante

DOI: https://doi.org/10.6018/pantarei.653731

Keywords: artificial intelligence, higher education, American History, learning, evaluation

Supporting Agencies

This study has been conducted within the framework of the project "Red IA-UA," part of the ICE Network Program for Research in University Teaching, funded by the University of Alicante (Spain).

Abstract

This study evaluates the applications of a ChatGPT assistant for teaching planning and content preparation in a university course on American History. The assistant was designed to support tasks such as the creation of theoretical content and practical activities, student training, and assessment. Methodologically, the study combines an iterative approach with a quantitative and qualitative evaluation of 10 specific uses of the assistant. The results highlight its potential to save time, enhance teaching materials, and optimize teaching and learning processes. However, limitations were also identified, including a lack of depth in some content, inaccurate bibliography recommendations, and the need for constant teacher supervision. The study concludes that generative artificial intelligence has significant potential as a support tool for educators and underscores the need for further empirical research in this field.

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