Document Type

Chapter

Abstract

ChatGPT, a relatively new Large Language Model (LLM) artificial intelligence (Al) chatbot, has gained significant attention as the most downloaded software app, accruing over 100 million users within two months of its release. This software can generate quick, articulate responses to virtually any textual query. Many educators are concerned about its potential for enabling student cheating. However, it currently suffers significant limitations in solving chemistry problems-documented through peer-reviewed articles and from the author's experience suggesting that chemistry students will perform far better, on average, by studying than by relying on ChatGPT. This is particularly true of math-centric problems, which the current chatbot frequently gets wrong. Although ChatGPT cannot yet replace human intelligence especially when heavy math or technical expertise are needed—it can be useful when coupled with enough subject knowledge to recognize and fix errors. In this article, the author summarizes his own experience with ChatGPT and highlights its potential benefits and limitations in chemistry education, as well as its ability to quickly generate practice questions for students. Such mass-question databases are of particular benefit for enabling students to reap the rewards of repeated practice, also known as the "practice effect" and "testing effect."

Journal/Book Title/Conference

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

Publisher

Utah State University

Publication Date

2024

First Page

371

Last Page

388

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