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ChatGPT como herramienta estratégica de aprendizaje de un curso de pregrado de desarrollo de aplicaciones multiplataforma orientado a la Web.

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Title: ChatGPT como herramienta estratégica de aprendizaje de un curso de pregrado de desarrollo de aplicaciones multiplataforma orientado a la Web.
Alternate Title: ChatGPT as a strategic learning tool of an undergraduate Web oriented multiform application development course.
Authors: YAMAO, EIRIKU1 eyamao@usmp.pe, LEÓN LESCANO, NORMA1, HJAR MACEDO, YOSSEF ASDRUJAL1, DUARTE JACOME, FRED LUIS1
Source: Revista Campus. ene-jun2024, Vol. 29 Issue 37, p45-58. 14p.
Subjects: Semi-structured interviews, ChatGPT, Artificial intelligence, Computer science education, Student surveys
Abstract (English): This paper describes the experience of using ChatGPT as a support tool in an undergraduate programming course to develop weboriented multiplatform applications. The teaching-learning method is adapted to integrate Artificial Intelligence as an assistant for instructor and students. The study is qualitative and descriptive, with data collected from semi structured interview with the course instructor and a survey for the students which was analyzed to present the perception of utility of ChatGPT in class. Results show that students perceived that ChatGPT can accelerate the development process for the FrontEnd (90%), BackEnd (66%), testing and debugging (83%). The course instructor emphasizes the positive aspects of using ChatGPT as an assistant, to show up-todate information, guidance and recommendation; it also makes the students reflect on the solutions given training their higher-order skills. Finally, the use of ChatGPT as a support tool is recommended for students with proper knowledge and foundation in programming. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): En este trabajo se describe la experiencia de uso de ChatGPT como herramienta de apoyo en un curso de programación de pregrado para desarrollar aplicaciones multiplataforma orientadas a la web. El método de enseñanza-aprendizaje está adaptado para integrar la Inteligencia Artificial como asistente de instructor y alumnos. El estudio es cualitativo y descriptivo, con datos recolectados a partir de una entrevista semiestructurada con el instructor del curso y una encuesta a los estudiantes que se analizó para presentar la percepción de utilidad de ChatGPT en clase. Los resultados muestran que los estudiantes percibieron que ChatGPT puede acelerar el proceso de desarrollo para el FrontEnd (90%), BackEnd (66%), pruebas y depuración (83%). El instructor del curso enfatiza los aspectos positivos de usar ChatGPT como asistente, para mostrar información actualizada, orientación y recomendación, también hace reflexionar a los estudiantes sobre las soluciones dadas a la formación de sus habilidades de orden superior. Por último, se recomienda el uso de ChatGPT como herramienta de apoyo para estudiantes con conocimientos y fundamentos adecuados en programación. [ABSTRACT FROM AUTHOR]
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Database: Engineering Source
Description
Abstract:This paper describes the experience of using ChatGPT as a support tool in an undergraduate programming course to develop weboriented multiplatform applications. The teaching-learning method is adapted to integrate Artificial Intelligence as an assistant for instructor and students. The study is qualitative and descriptive, with data collected from semi structured interview with the course instructor and a survey for the students which was analyzed to present the perception of utility of ChatGPT in class. Results show that students perceived that ChatGPT can accelerate the development process for the FrontEnd (90%), BackEnd (66%), testing and debugging (83%). The course instructor emphasizes the positive aspects of using ChatGPT as an assistant, to show up-todate information, guidance and recommendation; it also makes the students reflect on the solutions given training their higher-order skills. Finally, the use of ChatGPT as a support tool is recommended for students with proper knowledge and foundation in programming. [ABSTRACT FROM AUTHOR]
ISSN:18126049
DOI:10.24265/campus.2024.v29n37.02