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Learning Tools Using ChatGPT in the Biochemistry Class: Creating Notes and Performance on Exams

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Title: Learning Tools Using ChatGPT in the Biochemistry Class: Creating Notes and Performance on Exams
Language: English
Authors: Ana Roman (ORCID 0009-0005-2959-3916), Maria Simaitis, Kate Sheely, Yotam M. Roth, John T. Tansey, John Cogan
Source: Biochemistry and Molecular Biology Education. 2025 53(4):381-388.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Biochemistry, Science Instruction, Technology Uses in Education, Introductory Courses, Student Attitudes, Instructional Materials, Teaching Methods, Notetaking, Undergraduate Students, Science Tests
Geographic Terms: Ohio
DOI: 10.1002/bmb.21904
ISSN: 1470-8175
1539-3429
Abstract: ChatGPT has emerged as a popular choice in education that has transformed the experience for both teachers and students. This study investigates the performance of ChatGPT in aiding learning in the biochemistry classroom in two ways. We sought to determine how effective ChatGPT 3.5 was in generating study materials for an introductory biochemistry course. A lecture was delivered in class and transcribed. The resulting transcript was curated, then submitted to ChatGPT 3.5 to generate a summary, a set of notes, and an outline. Each artifact was verified and given to students to help prepare for a quiz. Students were asked about the use of AI-generated materials compared to other study materials. Results were bimodal for the AI-generated materials, with some students indicating that the materials were useful while others preferred traditional study materials such as the text or class notes. We also compared the performance of ChatGPT on open-note biochemistry exams that students had taken. The exams were completed by ChatGPT in two modes: with and without access to external tools. Performance metrics were used to evaluate ChatGPT performance and student responses. The results showed that ChatGPT was unable to pass the exams. This research provides valuable insights into the potential of ChatGPT in educational settings, highlighting strengths and limitations. The implications of these findings may inform the design of future AI-assisted tools and contribute to the ongoing discussions surrounding the integration of AI in education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478119
Database: ERIC
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  Data: Learning Tools Using ChatGPT in the Biochemistry Class: Creating Notes and Performance on Exams
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  Data: <searchLink fieldCode="AR" term="%22Ana+Roman%22">Ana Roman</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-2959-3916">0009-0005-2959-3916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Simaitis%22">Maria Simaitis</searchLink><br /><searchLink fieldCode="AR" term="%22Kate+Sheely%22">Kate Sheely</searchLink><br /><searchLink fieldCode="AR" term="%22Yotam+M%2E+Roth%22">Yotam M. Roth</searchLink><br /><searchLink fieldCode="AR" term="%22John+T%2E+Tansey%22">John T. Tansey</searchLink><br /><searchLink fieldCode="AR" term="%22John+Cogan%22">John Cogan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Biochemistry+and+Molecular+Biology+Education%22"><i>Biochemistry and Molecular Biology Education</i></searchLink>. 2025 53(4):381-388.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 8
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  Data: 10.1002/bmb.21904
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  Data: 1470-8175<br />1539-3429
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  Data: ChatGPT has emerged as a popular choice in education that has transformed the experience for both teachers and students. This study investigates the performance of ChatGPT in aiding learning in the biochemistry classroom in two ways. We sought to determine how effective ChatGPT 3.5 was in generating study materials for an introductory biochemistry course. A lecture was delivered in class and transcribed. The resulting transcript was curated, then submitted to ChatGPT 3.5 to generate a summary, a set of notes, and an outline. Each artifact was verified and given to students to help prepare for a quiz. Students were asked about the use of AI-generated materials compared to other study materials. Results were bimodal for the AI-generated materials, with some students indicating that the materials were useful while others preferred traditional study materials such as the text or class notes. We also compared the performance of ChatGPT on open-note biochemistry exams that students had taken. The exams were completed by ChatGPT in two modes: with and without access to external tools. Performance metrics were used to evaluate ChatGPT performance and student responses. The results showed that ChatGPT was unable to pass the exams. This research provides valuable insights into the potential of ChatGPT in educational settings, highlighting strengths and limitations. The implications of these findings may inform the design of future AI-assisted tools and contribute to the ongoing discussions surrounding the integration of AI in education.
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        PageCount: 8
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      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Biochemistry
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Ohio
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      – TitleFull: Learning Tools Using ChatGPT in the Biochemistry Class: Creating Notes and Performance on Exams
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