The topic of this paper is the exploration of using ChatGPT as a tool to assist educators in creating
innovative computer science problem sets for programming classes. The motivation for this research stems
from the challenges educators face in continually developing engaging and relevant problem sets that
stimulate students’ critical thinking and align with the evolving landscape of the computer science field. By
harnessing the capabilities of ChatGPT, we aim to provide a solution that can alleviate the burden on
educators and enable them to create dynamic, diverse, and effective learning experiences for their
students.
Exploring_Students_Perceptions_of_ChatGPT_Thematic_Analysis_and_Follow-Up_Sur...John Cooper
This research delves into users' opinions and views on ChatGPT, an AI-powered chatbot, in relation to educational help. A survey using the Technology Acceptance Model (TAM) was transmitted out among students in Bangladesh, using a quantitative research method. The research surveyed different aspects such as perceived fun, confidence in one's abilities, perceived ease of use, confidence in academic abilities, perceived effectiveness, attitudes towards using it again, and intention to continue using it. The data was examined using descriptive statistics, coefficient of variation, t-test, ANOVA, and multiple regression analysis..
The results show varying levels of understanding and variability among different dimensions, ranging from moderate to high. Although demographic groups showed no significant differences, factors like apparent playfulness, self-efficacy, perceived convenience, perceived usefulness, and attitude toward continued use had a significant impact on users' intention to keep using the product. Nevertheless, users' intentions were not significantly involved by academic self-efficacy and perceived ease of use.
The research highlights the significance of promoting positive views of ChatGPT's features to increase users' motivation to keep using it for educational reasons. This research helps in realizing users' experiences and can guide the improvement and enhancement of AI-powered educational tools.
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
This document provides an introduction to ChatGPT, including a brief history of its development and capabilities. It discusses ChatGPT's ability to answer questions, hold conversations, and generate text. The document also addresses some of the implications and issues with ChatGPT, such as it not always being accurate and potentially generating misleading information. Examples are provided of ChatGPT responding to different prompts to demonstrate its abilities.
Innovative uses of technology in schools of the futureJonathan Martin
This document discusses the use of technology in assessments and learning at St. Gregory College Preparatory School. It focuses on 1) technology-based assessments that measure higher-order skills, 2) emphasis on key skills like creativity, 3) collaboration between networked educators, 4) empowering digitally savvy students, and 5) project-based learning where students create and share multimedia content. Formative assessments using tools like Khan Academy and computer-adaptive testing are highlighted. The document advocates for open computer testing and digital portfolios to drive 21st century instruction.
APPLICATION OF ARTIFICIAL INTELLIGENCE FOR VIRTUAL TEACHING ASSISTANCE (Case ...IRJET Journal
This document describes a research project that aims to develop an artificial intelligence (AI) virtual teaching assistant for an Introduction to Information Technology course. It discusses the challenges students face in large classes with limited interaction with lecturers. The researchers plan to design and test a chatbot using natural language processing to respond to students' questions about the course material. The document provides background on existing chatbots and their uses in education. It outlines the methodology, which will involve collecting a dataset from course materials and testing the accuracy and effectiveness of the chatbot responses through observations. The goal is to create an AI assistant that can help students learn the course content and address challenges in higher education.
ChatGPT is not capable of serving as an author: ethical concerns and challe...nitinrane33
This research delves into the dynamic role of ChatGPT and similar large language models within the realm of
education. It sheds light on their set of limitations, ethical concerns, and challenges that must be addressed
thoughtfully, offering a comprehensive exploration of their implications in various educational contexts and the
evolving landscape of teaching, research, and scholarly communication. The paper initiates its exploration by
investigating how ChatGPT can be applied in scientific writing and publishing. Furthermore, the paper critically
assesses the constraints associated with utilizing ChatGPT in education. It acknowledges the model's
limitations in generating authoritative content, comprehending complex subject matter, and ensuring
information accuracy. These limitations, thoroughly examined, present substantial obstacles to the integration
of ChatGPT into educational practices. The research also addresses the ethical dilemmas and potential pitfalls
that arise from a heavy reliance on generative AI in education. It delves into issues of bias, accountability, and
the dissemination of misinformation. These considerations emphasize the importance of maintaining human
agency and oversight in educational settings, promoting the responsible use of AI. The paper further explores
the impact of ChatGPT on academic research, both in terms of augmenting research productivity and potential
risks to the rigor and authenticity of scholarly work. Strategies and tools for detecting and mitigating instances
of academic misconduct involving AI-generated content are examined in detail. Additionally, the research
investigates the role of ChatGPT in enhancing critical thinking skills among students, educators, and
researchers. It explores the potential for innovative pedagogical methods that leverage generative AI to foster
improved critical thinking. Moreover, the paper considers the implications of ChatGPT on educational policy,
encompassing issues such as privacy concerns, intellectual property rights, and the necessity for regulations in
the evolving landscape of AI in education. These insights are invaluable for educators, researchers,
policymakers, and stakeholders seeking to harness the benefits of generative AI while navigating the associated
challenges in the realm of education.
Chat GPT has the potential to transform autodidactic or self-directed learning experiences in several ways:
1) By providing personalized support, feedback, and guidance tailored to individual learners and their goals, Chat GPT can improve learning independence and autonomy.
2) Chat GPT increases the accessibility of education by being available through various platforms and allowing flexible learning at one's own pace.
3) By offering customized suggestions and assistance, Chat GPT helps learners make better use of open educational resources and materials.
Exploring_Students_Perceptions_of_ChatGPT_Thematic_Analysis_and_Follow-Up_Sur...John Cooper
This research delves into users' opinions and views on ChatGPT, an AI-powered chatbot, in relation to educational help. A survey using the Technology Acceptance Model (TAM) was transmitted out among students in Bangladesh, using a quantitative research method. The research surveyed different aspects such as perceived fun, confidence in one's abilities, perceived ease of use, confidence in academic abilities, perceived effectiveness, attitudes towards using it again, and intention to continue using it. The data was examined using descriptive statistics, coefficient of variation, t-test, ANOVA, and multiple regression analysis..
The results show varying levels of understanding and variability among different dimensions, ranging from moderate to high. Although demographic groups showed no significant differences, factors like apparent playfulness, self-efficacy, perceived convenience, perceived usefulness, and attitude toward continued use had a significant impact on users' intention to keep using the product. Nevertheless, users' intentions were not significantly involved by academic self-efficacy and perceived ease of use.
The research highlights the significance of promoting positive views of ChatGPT's features to increase users' motivation to keep using it for educational reasons. This research helps in realizing users' experiences and can guide the improvement and enhancement of AI-powered educational tools.
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
This document provides an introduction to ChatGPT, including a brief history of its development and capabilities. It discusses ChatGPT's ability to answer questions, hold conversations, and generate text. The document also addresses some of the implications and issues with ChatGPT, such as it not always being accurate and potentially generating misleading information. Examples are provided of ChatGPT responding to different prompts to demonstrate its abilities.
Innovative uses of technology in schools of the futureJonathan Martin
This document discusses the use of technology in assessments and learning at St. Gregory College Preparatory School. It focuses on 1) technology-based assessments that measure higher-order skills, 2) emphasis on key skills like creativity, 3) collaboration between networked educators, 4) empowering digitally savvy students, and 5) project-based learning where students create and share multimedia content. Formative assessments using tools like Khan Academy and computer-adaptive testing are highlighted. The document advocates for open computer testing and digital portfolios to drive 21st century instruction.
APPLICATION OF ARTIFICIAL INTELLIGENCE FOR VIRTUAL TEACHING ASSISTANCE (Case ...IRJET Journal
This document describes a research project that aims to develop an artificial intelligence (AI) virtual teaching assistant for an Introduction to Information Technology course. It discusses the challenges students face in large classes with limited interaction with lecturers. The researchers plan to design and test a chatbot using natural language processing to respond to students' questions about the course material. The document provides background on existing chatbots and their uses in education. It outlines the methodology, which will involve collecting a dataset from course materials and testing the accuracy and effectiveness of the chatbot responses through observations. The goal is to create an AI assistant that can help students learn the course content and address challenges in higher education.
ChatGPT is not capable of serving as an author: ethical concerns and challe...nitinrane33
This research delves into the dynamic role of ChatGPT and similar large language models within the realm of
education. It sheds light on their set of limitations, ethical concerns, and challenges that must be addressed
thoughtfully, offering a comprehensive exploration of their implications in various educational contexts and the
evolving landscape of teaching, research, and scholarly communication. The paper initiates its exploration by
investigating how ChatGPT can be applied in scientific writing and publishing. Furthermore, the paper critically
assesses the constraints associated with utilizing ChatGPT in education. It acknowledges the model's
limitations in generating authoritative content, comprehending complex subject matter, and ensuring
information accuracy. These limitations, thoroughly examined, present substantial obstacles to the integration
of ChatGPT into educational practices. The research also addresses the ethical dilemmas and potential pitfalls
that arise from a heavy reliance on generative AI in education. It delves into issues of bias, accountability, and
the dissemination of misinformation. These considerations emphasize the importance of maintaining human
agency and oversight in educational settings, promoting the responsible use of AI. The paper further explores
the impact of ChatGPT on academic research, both in terms of augmenting research productivity and potential
risks to the rigor and authenticity of scholarly work. Strategies and tools for detecting and mitigating instances
of academic misconduct involving AI-generated content are examined in detail. Additionally, the research
investigates the role of ChatGPT in enhancing critical thinking skills among students, educators, and
researchers. It explores the potential for innovative pedagogical methods that leverage generative AI to foster
improved critical thinking. Moreover, the paper considers the implications of ChatGPT on educational policy,
encompassing issues such as privacy concerns, intellectual property rights, and the necessity for regulations in
the evolving landscape of AI in education. These insights are invaluable for educators, researchers,
policymakers, and stakeholders seeking to harness the benefits of generative AI while navigating the associated
challenges in the realm of education.
Chat GPT has the potential to transform autodidactic or self-directed learning experiences in several ways:
1) By providing personalized support, feedback, and guidance tailored to individual learners and their goals, Chat GPT can improve learning independence and autonomy.
2) Chat GPT increases the accessibility of education by being available through various platforms and allowing flexible learning at one's own pace.
3) By offering customized suggestions and assistance, Chat GPT helps learners make better use of open educational resources and materials.
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
A study on impact of Chat GPT in Education.pptxJayavarthan2
The document summarizes a study on the impact of ChatGPT in education. The study aims to assess ChatGPT's effect on student engagement, knowledge retention, and academic performance. It provides an overview of ChatGPT and its potential benefits in education, such as content generation, virtual tutoring, and language learning. Some challenges of integrating ChatGPT in education are also discussed, like supervision needs and plagiarism issues. Future areas of focus include improving models with specialized training and developing integrated educational applications of ChatGPT.
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
Development of a Modular Unit of a Higher Level Framework or Tool for Basic P...TELKOMNIKA JOURNAL
This paper reports about the development of a modular unit of a higher level framework or tool whose intended objective is the creation of animated lessons for basic programming (CS1) course in computer science discipline with visual aids. The goal of such lessons is to address the difficulties faced by the novice programmers in CS1 course.This module here after referred to as ‘type writer’allows instructors to render programmes or code snippets in a live typing manner as opposed to their sudden or en-block placement on the presentation area like a Power Point Slide; a commonly used approach in the present day eLearning.This project is planned to be executed in two stages and ‘type writer’ is the outcome of the first stage. This would be combined with another two modules that are planned to be developed in the second stage, to make the complete tool. The entire tool would be developed in Action Script 3.0 language that works on Adobe Flash Platform.
Sure! Here's a concise and creative introduction:
---
Since its debut in 2022, ChatGPT has transformed information gathering and processing. Discover its fascinating journey and technical magic through these slides by Expeed Software, showcasing how this AI marvel responds to prompts and crafts content effortlessly!
The document discusses recent trends in digital education, including online education, competency-based education, income share agreements, and the use of online program managers. It also outlines six notable trends driving innovation in higher education: online education, competency-based education, income share agreements, online program managers, enterprise training, and pathway programs. Finally, it summarizes several trends in educational technology such as mobile learning, augmented and virtual reality, maker spaces, gamification, and artificial intelligence.
Computer Assisted Instruction (CAI) has been used in education since the 1950s. It involves using computers to deliver instructional content through interactive programs. CAI allows for individualized instruction and immediate feedback. Key features of CAI include interactive multimedia lessons, ability to progress at one's own pace, and providing feedback to students. While CAI has advantages like motivating students and allowing self-paced learning, it also has limitations such as needing experts to develop lessons and not being able to appreciate students' emotions.
Lunch and Learn_ Technology Integration.pptxJamieEnnis4
This document discusses effective uses of technology in the classroom. It begins by outlining the benefits of technology integration, such as differentiating instruction and engaging students. Common teacher concerns with technology like lack of resources or skills are also addressed. The document then provides examples of how to facilitate group work, research, and presenting final projects using tools like Google Classroom, presentation software, and peer feedback applications. Lastly, it discusses strategies for technology use in various classroom setups, including ideas for devices like iPads, laptops, and classrooms with only one shared computer.
The paradigm shift from traditional learning to digital learning in mathematics Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organized by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
OpenAI created ChatGPT, a complete language model chatbot. It can be utilised in education, where it plays an important role in the education sector. It provides a platform for students and professors to interact and exchange ideas, which improves the learning experience. pupils may get immediate answers to their queries via ChatGPT, and professors can provide guidance and assistance to their pupils.
The presentation shares the advantages of educational technology today. It enumerates the top 9 educational technology that one can use this new normal.
This was the first session on Generative AI in teaching and learning, focusing on ChatGPT that was conducted in Malaysia. The event was organised by the Centre for Academic Development and Leadership Excellence (CADe-Lead) UPM. The YouTube video of the session is here https://www.youtube.com/watch?v=p6Zk370bxJo&t=1s
Hi! Take a look at this article with the best capstone project final report sample. For more visit site https://www.capstoneproject.net/capstone-project-final-report/
The document summarizes research from four student-led projects on issues related to postgraduate computing students at Northumbria University.
Project One explored students' use of ChatGPT and found it was mainly used to check understanding or generate initial ideas. Most students found it useful and easy to use, and it helped enhance critical thinking and problem-solving skills.
Project Two on avoiding academic misconduct found students are targeted by essay mills. Penalties are seen as severe while responsibility is shared.
Project Three aligned use of interactive digital resources with research showing they can deepen understanding of ethics and foster collaboration.
Project Four found defining academic misconduct is complex, with varied reasons for committing it, requiring engagement, support
Virtual programming labs in the programming learning process, preparing a cas...Up2Universe
In this document, the authors discuss using virtual programming labs in an introductory computer programming course called APROG. APROG currently uses an EduScrum teaching methodology with the Moodle learning management system. Next year, the authors plan to incorporate a virtual programming lab tool into Moodle to evaluate students' programs automatically. The goal is to analyze the tool's potential and see if it can validate students' code by running test data. This would provide feedback to students and assess the tool's pedagogical value for teaching programming.
NLP-based personal learning assistant for school education IJECEIAES
Computer-based knowledge and computation systems are becoming major sources of leverage for multiple industry segments. Hence, educational systems and learning processes across the world are on the cusp of a major digital transformation. This paper seeks to explore the concept of an artificial intelligence and natural language processing (NLP) based intelligent tutoring system (ITS) in the context of computer education in primary and secondary schools. One of the components of an ITS is a learning assistant, which can enable students to seek assistance as and when they need, wherever they are. As part of this research, a pilot prototype chatbot was developed, to serve as a learning assistant for the subject Scratch (Scratch is a graphical utility used to teach school children the concepts of programming). By the use of an open source natural language understanding (NLU) or NLP library, and a slackbased UI, student queries were input to the chatbot, to get the sought explanation as the answer. Through a two-stage testing process, the chatbot’s NLP extraction and information retrieval performance were evaluated. The testing results showed that the ontology modelling for such a learning assistant was done relatively accurately, and shows its potential to be pursued as a cloud-based solution in future.
This is the slides from a webinar I gave to the senate of Universiti Padjajaran, Inodonesia as part of the activities in discussing on AI implications in education at their institution.
Critical Literature Review on Chatbots in Educationijtsrd
This document presents a critical literature review on the use of chatbots in education. It summarizes several previous studies that explored how chatbots can be used to provide personalized learning, conduct assessments, and ease the tasks of teachers. Chatbots were found to customize learning for each student, identify weak areas and adapt to their learning styles. They also conducted quizzes and provided immediate feedback. This allowed for one-on-one attention at scale. Chatbots helped increase interaction in online courses and simplified teacher tasks, allowing them to focus on other duties. Overall, the literature showed that chatbots provided benefits to both students and teachers in educational contexts.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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The document summarizes a study on the impact of ChatGPT in education. The study aims to assess ChatGPT's effect on student engagement, knowledge retention, and academic performance. It provides an overview of ChatGPT and its potential benefits in education, such as content generation, virtual tutoring, and language learning. Some challenges of integrating ChatGPT in education are also discussed, like supervision needs and plagiarism issues. Future areas of focus include improving models with specialized training and developing integrated educational applications of ChatGPT.
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
Development of a Modular Unit of a Higher Level Framework or Tool for Basic P...TELKOMNIKA JOURNAL
This paper reports about the development of a modular unit of a higher level framework or tool whose intended objective is the creation of animated lessons for basic programming (CS1) course in computer science discipline with visual aids. The goal of such lessons is to address the difficulties faced by the novice programmers in CS1 course.This module here after referred to as ‘type writer’allows instructors to render programmes or code snippets in a live typing manner as opposed to their sudden or en-block placement on the presentation area like a Power Point Slide; a commonly used approach in the present day eLearning.This project is planned to be executed in two stages and ‘type writer’ is the outcome of the first stage. This would be combined with another two modules that are planned to be developed in the second stage, to make the complete tool. The entire tool would be developed in Action Script 3.0 language that works on Adobe Flash Platform.
Sure! Here's a concise and creative introduction:
---
Since its debut in 2022, ChatGPT has transformed information gathering and processing. Discover its fascinating journey and technical magic through these slides by Expeed Software, showcasing how this AI marvel responds to prompts and crafts content effortlessly!
The document discusses recent trends in digital education, including online education, competency-based education, income share agreements, and the use of online program managers. It also outlines six notable trends driving innovation in higher education: online education, competency-based education, income share agreements, online program managers, enterprise training, and pathway programs. Finally, it summarizes several trends in educational technology such as mobile learning, augmented and virtual reality, maker spaces, gamification, and artificial intelligence.
Computer Assisted Instruction (CAI) has been used in education since the 1950s. It involves using computers to deliver instructional content through interactive programs. CAI allows for individualized instruction and immediate feedback. Key features of CAI include interactive multimedia lessons, ability to progress at one's own pace, and providing feedback to students. While CAI has advantages like motivating students and allowing self-paced learning, it also has limitations such as needing experts to develop lessons and not being able to appreciate students' emotions.
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Hi! Take a look at this article with the best capstone project final report sample. For more visit site https://www.capstoneproject.net/capstone-project-final-report/
The document summarizes research from four student-led projects on issues related to postgraduate computing students at Northumbria University.
Project One explored students' use of ChatGPT and found it was mainly used to check understanding or generate initial ideas. Most students found it useful and easy to use, and it helped enhance critical thinking and problem-solving skills.
Project Two on avoiding academic misconduct found students are targeted by essay mills. Penalties are seen as severe while responsibility is shared.
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In this document, the authors discuss using virtual programming labs in an introductory computer programming course called APROG. APROG currently uses an EduScrum teaching methodology with the Moodle learning management system. Next year, the authors plan to incorporate a virtual programming lab tool into Moodle to evaluate students' programs automatically. The goal is to analyze the tool's potential and see if it can validate students' code by running test data. This would provide feedback to students and assess the tool's pedagogical value for teaching programming.
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Computer-based knowledge and computation systems are becoming major sources of leverage for multiple industry segments. Hence, educational systems and learning processes across the world are on the cusp of a major digital transformation. This paper seeks to explore the concept of an artificial intelligence and natural language processing (NLP) based intelligent tutoring system (ITS) in the context of computer education in primary and secondary schools. One of the components of an ITS is a learning assistant, which can enable students to seek assistance as and when they need, wherever they are. As part of this research, a pilot prototype chatbot was developed, to serve as a learning assistant for the subject Scratch (Scratch is a graphical utility used to teach school children the concepts of programming). By the use of an open source natural language understanding (NLU) or NLP library, and a slackbased UI, student queries were input to the chatbot, to get the sought explanation as the answer. Through a two-stage testing process, the chatbot’s NLP extraction and information retrieval performance were evaluated. The testing results showed that the ontology modelling for such a learning assistant was done relatively accurately, and shows its potential to be pursued as a cloud-based solution in future.
This is the slides from a webinar I gave to the senate of Universiti Padjajaran, Inodonesia as part of the activities in discussing on AI implications in education at their institution.
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This document presents a critical literature review on the use of chatbots in education. It summarizes several previous studies that explored how chatbots can be used to provide personalized learning, conduct assessments, and ease the tasks of teachers. Chatbots were found to customize learning for each student, identify weak areas and adapt to their learning styles. They also conducted quizzes and provided immediate feedback. This allowed for one-on-one attention at scale. Chatbots helped increase interaction in online courses and simplified teacher tasks, allowing them to focus on other duties. Overall, the literature showed that chatbots provided benefits to both students and teachers in educational contexts.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
1. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
DOI:10.5121/ijite.2023.12202 19
USING CHATGPT TO GENERATE COMPUTER
SCIENCE PROBLEM SETS
Tyler Flaagan
The Beacom College of Computer and Cyber Sciences, Dakota State University,
Madison, SD, USA
ABSTRACT
The topic of this paper is the exploration of using ChatGPT as a tool to assist educators in creating
innovative computer science problem sets for programming classes. The motivation for this research stems
from the challenges educators face in continually developing engaging and relevant problem sets that
stimulate students’ critical thinking and align with the evolving landscape of the computer science field. By
harnessing the capabilities of ChatGPT, we aim to provide a solution that can alleviate the burden on
educators and enable them to create dynamic, diverse, and effective learning experiences for their
students.
KEYWORDS
ChatGPT, machine learning, computer science, programming languages, problem sets.
1. INTRODUCTION
ChatGPT, an advanced language model developed by OpenAI, has gained significant attention in
recent months as a powerful tool for a variety of applications. It is based on the GPT-4
architecture and has demonstrated remarkable capabilities in generating human-like text [1]. In
this paper, we explore the potential of ChatGPT to assist computer science instructors in creating
innovative problem sets. ChatGPT very little in the way of information published due to its
novelty [2].
The motivation for this research lies in addressing the pressing challenges educators face in their
quest to develop engaging and relevant problem sets that stimulate students' critical thinking and
align with the rapidly evolving landscape of the computer science field. As technology advances
at an unprecedented pace, educators often need help to keep up with new trends and industry
developments while ensuring that their teaching methods and materials remain compelling and
captivating for students. Furthermore, the need to promote critical thinking and problem-solving
skills in the context of real-world applications adds a layer of complexity to the task. By
exploring innovative solutions such as ChatGPT, this research aims to empower educators with
the tools and resources necessary to overcome these challenges, ultimately fostering a more
enriching and dynamic learning environment for students in computer science courses.
ChatGPT has already begun to impact academia One such perspective discusses the potential
implications of publishing scholarly content using artificial intelligence that delve into copyright,
attribution, plagiarism, and authorship [2]. ChatGPT has shown an incredible ability to pass
traditional higher-education assessments, causing some to call for bans while taking tests [3].
Attempting to mitigate the negative uses of advanced language model tools will be difficult, if
not impossible, since similar products becoming available is inevitable. Other problems include a
2. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
20
lack of human interaction, limited understanding, bias in training data, lack of creativity,
dependency on data, lack of contextual understanding, limited ability to personalize instruction,
and privacy [4].
Advanced tools can positively impact students as well. One such example is the use of AI for
intelligent student tutoring [5]. Outside of tutoring, others have also discussed it’s use for solving
programming bugs to aid in software development [2]. They way in which it is used in an
educational environment will decide whether its impact is positive or negative [6].
2. BACKGROUND
The rapid advancements in computer science have made it increasingly more work for educators
to keep up with the pace and create engaging, relevant problem sets for their students. This
challenge often leads to a heavy workload and a need for more diverse educational resources that
cater to the ever-changing needs of programming classes. With the advent of advanced language
models like ChatGPT, there lies an opportunity to revolutionize the way educators develop
computer science problem sets, enabling them to adapt to the evolving landscape of the field
more efficiently.
ChatGPT, a powerful language model based on the GPT-4 architecture, has demonstrated its
capabilities in generating human-like text, understanding context, and providing creative
solutions across various domains. By harnessing these capabilities, educators can create a wide
array of problem sets that are tailored to their student's needs and consider current industry trends
and real-world scenarios. This allows for a more dynamic and diverse learning experience,
fostering critical thinking and problem-solving skills among students.
Integrating ChatGPT into creating computer science problem sets offers several advantages:
1. It can substantially reduce the time and effort educators spend developing new problem
sets, allowing them to focus on other essential aspects of teaching, such as providing
personalized feedback and facilitating student discussions.
2. ChatGPT can be fine-tuned to generate problems based on specific topics, difficulty
levels, or learning objectives, ensuring that the generated problems align with the
curriculum and educational goals.
3. ChatGPT can help educators consistently introduce novel and engaging problems,
maintaining students' interest and motivation throughout the course.
In an ideal scenario, an instructor could reuse the same examples semester after semester as
fundamental computer science knowledge units rarely change. In practice, some issues make the
reuse of problems less than ideal. One such issue is if a student needs to retake the same course.
The cause for retaking a course comes from various issues that do not need to be explored here,
but a student retaking the same course may already have work completed, and if they are
retaking, they may not have a strong understanding of the content. Another is that students may
post solutions online. There are two common reasons why a student may post online. First, they
are posting to homework-helping sites and forums such as homeworkhelper.com and chegg.com,
thus providing easy access to information that would fall under academic dishonesty. There are
positive reasons that a student may post online as well. An example is a student posting code to
code repository sites like Github.com. Posting to publicly available code repository sites allows
students to create a code portfolio to demonstrate proficiency to potential employers.
In conclusion, using ChatGPT to generate computer science problem sets holds immense
potential in transforming programming education. By addressing the challenges educators face in
3. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
21
developing relevant and engaging problems, ChatGPT can help bridge the gap between the
dynamic nature of the computer science field and students' learning experiences. Future research
needs to explore the practical implications of ChatGPT-based problem generation, assess its
effectiveness, and develop best practices that educators can adopt globally.
2.1. ChatGPT
ChatGPT, a cutting-edge language model, has recently gained significant attention as a powerful
tool for various applications across various fields. To effectively utilize ChatGPT, users can start
by posing a vague question and provide additional context in a subsequent prompt after receiving
the initial response. This allows the AI to recall and build upon previous conversations with the
user, ensuring a more coherent and meaningful interaction.
Users can refine the discussion during the conversation by providing clarifying comments or
feedback. This ensures that the AI understands the user's intent better, enabling more accurate
and informative responses. Additionally, ChatGPT can reject inappropriate requests, although
this feature does not impact the subject matter of this paper.
However, it is essential to recognize the limitations of ChatGPT. For instance, when generating
problem sets, the AI may occasionally produce incorrect information. Consequently, users should
verify the problem sets for accuracy and identify potential edge cases that need addressing.
Furthermore, ChatGPT may generate harmful instructions or biased information, a prevalent
concern in artificial intelligence and machine learning.
Another limitation was ChatGPT's knowledge cut off in September 2021. As a result, AI may
need more awareness of events, advancements, or innovations that have taken place after this
date. Despite this constraint, most fundamental computer science concepts remain unchanged,
allowing ChatGPT to continue serving as a valuable resource for generating problem sets. For
example, teaching an introductory concept like the variable declaration in the C programming
language has stayed the same since the end of ChatGPT's training period in 2021. Even with the
limitations mentioned earlier, ChatGPT remains a valuable tool for educational purposes and
various other applications, contributing significantly to artificial intelligence and machine
learning. ChatGPT is a sophisticated language model that has attracted considerable attention
lately as an influential instrument for numerous purposes across diverse fields.
3. RELATED WORKS
A myriad of sources exists for computer science problem sets, catering to the needs of both
students and instructors. Project Euler, one such resource, offers a collection of challenging
mathematical and computational problems [7]. These problems encourage creative problem-
solving and programming skills, allowing students to test their understanding and grow their
abilities. With many problems available, Project Euler is an excellent resource for educators to
diversify their curriculum and challenge their students. LeetCode is another valuable source for
coding challenges and problems. This platform helps students refine their programming skills and
prepares them for technical interviews. Educators can use LeetCode to create problem sets that
simulate real-world challenges and foster practical skills that students can carry into their
professional lives [8]. HackerRank provides coding challenges, tutorials, and competitions across
various domains, including algorithms, data structures, and artificial intelligence. The platform's
versatility and range of topics make it a valuable resource for educators looking to create well-
rounded problem sets. By incorporating HackerRank's coding challenges into their curriculum,
4. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
22
instructors can expose students to diverse concepts and assess their understanding in a
competitive and engaging environment [9].
For those seeking a more structured learning experience, platforms like Coursera offer online
courses covering various computer science topics. These courses often include problem sets,
assignments, and quizzes as part of the curriculum. Educators can use these resources to
supplement their classes, ensuring students receive a comprehensive understanding of the subject
matter. The high-quality materials provided by Coursera can serve as a solid foundation for
educators to build upon and adapt to their specific teaching needs [10].
Lastly, university websites often publish computer science course materials, including problem
sets, online for public access. Renowned institutions like MIT and Stanford provide a wealth of
resources for educators to create engaging and challenging problem sets. By leveraging these
materials, instructors can benefit from the expertise of leading computer science departments and
incorporate cutting-edge concepts into their classrooms. The wide array of sources available
ensures that educators can continually update and enrich their curriculum, keeping students
motivated and fostering a deep understanding of computer science principles.
4. CREATING COMPUTER SCIENCE PROBLEM SETS
The following sections will show results from ChatGPT when asking for specific learning
objectives. A specific language was not used when prompting ChatGPT to show generic
problems that can be adapted to whichever language is used in a particular class. Later,
specifying languages will be discussing in improving results. While creating examples for
demonstration, ChatGPT jailbreaks techniques such as the DAN jailbreak were not used to
modify results.
The examples demonstrated in the following sections are based on the following topics that could
be considered foundational concepts for developing applications in many programming and
scripting languages. The list is not meant to be all possible foundational concepts but instead is a
representative sample. The topics examined, in no particular order, are: if statements, loops,
arrays, functions, and pointers.
Each topic supplied is prefaced with the phrase:” Write a challenging problem for a computer
science course focused on learning…” followed by each specific topic from the list above.
4.1. If Statements
The following is the result of if statements without any modification by the author:
Title: "Temperature Alert System"
Problem Description:
You are tasked with developing a temperature alert system for an
industrial facility. The system will read temperature values in
Celsius from various sensors and categorize them into different
alert levels based on the following conditions:
1. Low (L) - temperature less than or equal to 0°C
2. Normal (N) - temperature greater than 0°C and less than or
equal to 80°C
5. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
23
3. High (H) - temperature greater than 80°C and less than or
equal to 100°C
4. Critical (C) - temperature greater than 100°C
Your program should take an integer n (number of temperature
readings) as input, followed by n temperature readings. For each
temperature reading, the program should print the corresponding
alert level.
Instructions:
1. Write a function called alert_level that takes a float
(temperature) as input and returns a string representing
the alert level.
2. Write the main function to read the temperature readings
and call the alert_level function for each reading, then
print the alert level for each temperature reading.
Constraints:
The input integer n for the number of temperature readings
will be in the range of 1 ≤ n ≤ 100.
The input float temperature readings will be in the range
of -100.0 ≤ temperature ≤ 200.0.
Use if statements to categorize the temperature readings;
avoid using any loops in the alert_level function.
The temperature values should be rounded to one decimal
place when displayed with their alert level.
Example:
Input: 3 -5 25 105
Output: L -5.0 N 25.0 C 105.0
4.2. Loops
The following is the result of loops without any modification by the author:
Title: "Fibonacci's Nested Loop Adventure"
Problem Description:
In this challenge, you will write a program that generates a
nested Fibonacci sequence matrix using loops. The nested
Fibonacci sequence matrix is an n x n matrix, where each element
is a Fibonacci number, and each row starts with the Fibonacci
number of the index of the row. The index starts from 0.
For example, given n = 5, the output should be:
0 1 1 2 3 1 1 2 3 5 1 2 3 5 8 2 3 5 8 13 3 5 8 13 21
Instructions:
6. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
24
1. Write a function called fibonacci that takes an integer as
an input and returns the corresponding Fibonacci number.
2. Write a function called nested_fibonacci_matrix that takes
an integer n as input and returns a nested list
representing the n x n Fibonacci matrix.
3. Print the generated matrix in a well-formatted manner,
similar to the example provided.
Constraints:
The input integer n for the nested_fibonacci_matrix
function will be in the range of 1 ≤ n ≤ 10.
You must use loops to generate the matrix; recursion is not
allowed for this problem.
Note: The Fibonacci sequence is a series of numbers in which each
number is the sum of the two preceding ones, usually starting
with 0 and 1.
4.3. Arrays
The following is the result of arrays without any modification by the author:
Title: "Array Transformation: Multiplying Elements by their
Indices"
Problem Description:
In this challenge, you will write a program that reads an array
of integers and performs a transformation on the array. The
transformation multiplies each element in the array by its index,
and the result is a new array. The program should then output the
transformed array.
Instructions:
1. Write a function called transform_array that takes an array
of integers, its length (int), and an empty array of the
same length as input. The function should perform the
transformation, filling the empty array with the
transformed values.
2. Write the main function to read the input array, call the
transform_array function, and print the transformed array.
Constraints:
The number of input integers, n, will be in the range of 1
≤ n ≤ 100.
The input integers will be in the range of -1000 ≤ integer
≤ 1000.
The transformed array should have the same length as the
input array.
Example:
7. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
25
Input: 5 2 5 8 3 6
Output: 0 5 16 9 24
4.4. Functions
The following is the result of functions without any modification by the author:
Title: "GPA Calculator for Different Grading Systems"
Problem Description:
In this challenge, you will write a program that calculates the
Grade Point Average (GPA) of a student for two different grading
systems. The program will take a series of letter grades as input
and convert each grade into a numeric value based on the given
grading system. It will then calculate the GPA using the
converted numeric values.
The two grading systems are as follows:
1. Standard Grading System (SGS):
A: 4.0
B: 3.0
C: 2.0
D: 1.0
F: 0.0
2. Modified Grading System (MGS):
A+: 4.3
A: 4.0
A-: 3.7
B+: 3.3
B: 3.0
B-: 2.7
C+: 2.3
C: 2.0
C-: 1.7
D: 1.0
F: 0.0
Instructions:
1. Write a function called convert_grade that takes a string
(letter grade) and a string (grading system) as input and
returns a float representing the numeric value of the grade
based on the given grading system.
2. Write a function called calculate_gpa that takes a list of
letter grades, a string (grading system), and the number of
courses (int) as input. The function should call the
8. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
26
convert_grade function for each letter grade and return the
calculated GPA.
3. Write the main function to read the input letter grades and
call the calculate_gpa function for both grading systems,
then print the GPA for each system.
Constraints:
The number of input letter grades, n, will be in the range
of 1 ≤ n ≤ 20.
The input letter grades will be valid according to the
grading systems provided (e.g., no invalid letter
combinations).
The input letter grades will be in uppercase.
Round the calculated GPA to two decimal places.
Example:
Input: 5 A B A- C+ B-
Output: SGS GPA: 2.80 MGS GPA: 2.94
4.5. Pointers
The following is the result of pointers without any modification by the author:
Title: "Pointer Manipulation: Sorting an Array of Strings"
Problem Description:
In this challenge, you will write a C program that takes an array
of strings as input and sorts the strings alphabetically using
pointers. Your program should output the sorted array of strings.
Instructions:
1. Write a function called compare_strings that takes two
pointers to strings (char*) as input and returns an
integer. The function should return a negative value if the
first string is lexicographically less than the second
string, a positive value if the first string is
lexicographically greater than the second string, and 0 if
both strings are equal.
2. Write a function called swap_strings that takes two
pointers to strings (char**) as input and swaps the string
pointers.
3. Write a function called sort_strings that takes an array of
pointers to strings (char**) and its size (int) as input.
The function should sort the strings alphabetically using
the compare_strings and swap_strings functions.
4. Write the main function to read the input strings, call the
sort_strings function, and print the sorted array of
strings.
Constraints:
9. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
27
The number of input strings, n, will be in the range of 1 ≤
n ≤ 50.
The length of each input string will be in the range of 1 ≤
length ≤ 100.
The input strings will only contain lowercase English
letters.
Use pointers and pointer manipulation to implement the
sorting process. Avoid using built-in string manipulation
functions.
Example:
Input: 5 apple orange banana kiwi grape
Output: apple banana grape kiwi orange
5. REFINEMENTS
ChatGPT's emergence onto the Internet is still recent at the time of writing, meaning its full
potential may still need to be recognized. As technology advances, users and developers will
continue discovering new capabilities and applications for this powerful tool. One of the exciting
aspects of ChatGPT is its ability to adapt its responses based on additional information provided
by the user.
For example, if a user asks ChatGPT to "answer the question like I am five years old," the AI
model can tailor its response to the request, simplifying complex concepts and explanations.
Additionally, users can request that the response be written in a specific style, adding another
layer of customization to the generated content.
One of the critical capabilities of ChatGPT is its ability to reference previous parts of the
conversation. This feature creates opportunities for refining the content while creating problem
sets. ChatGPT can generate more relevant and accurate solutions by maintaining context and
incorporating prior information. Using the loop example from the prior section, it is possible to
refine or regenerate the response altogether. If a generated solution is too similar to another
example or the educator sees issues or errors, it can easily be regenerated by re-entering the same
question or clicking the regenerate button. This flexibility allows for continuous improvement of
the problem sets. Furthermore, continuing to enter questions in the same chat session can impact
the results. Since ChatGPT can reference previous prompts, it will adapt to the questions and
improve the generated content over time. This iterative process enables users to achieve
increasingly refined and targeted results. The difficulty is another aspect that can be modified. By
simply asking ChatGPT to increase the difficulty, a more complex problem can be created for
advanced computer science courses or for students who need to be challenged by the current
content. This adaptability ensures that problem sets remain engaging and appropriate for students
at various skill levels.
AI in higher education can produce positive results, but with the capabilities of advanced
language models, there is also the potential for negative impacts. The power of Large Language
Models (LLMs) is impressive in solving questions accurately when the user provides
considerable detail. Given enough information, ChatGPT can generate code and solutions for
various problems, highlighting its potential as a valuable tool in computer science education.
10. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
28
6. FUTURE WORKS
As we explore, further implementations of computer science problem sets, it is essential to
recognize that the availability of such tools is still in its early stages. The rapid development and
evolution of the field make it necessary to continually revaluate various research areas, including
creating problem sets using AI tools like ChatGPT. By staying up to date with advancements in
the field, educators can ensure that they make the most of these emerging technologies.
With the maturation and increased adoption of AI-driven technologies, it becomes increasingly
essential to revisit and reassess the implications and applications of these tools. Periodic
assessments can help educators identify new possibilities and potential benefits that arise as the
technology evolves. This ongoing evaluation process ensures that educators can make informed
decisions on integrating AI tools into their curriculum best. Moreover, the responsible and
effective use of innovative tools is crucial for harnessing their full potential in computer science
education. As AI technologies become increasingly sophisticated, educators must balance their
opportunities with the ethical considerations accompanying their use. By maintaining this
balance, instructors can create enriching and engaging learning experiences while upholding the
principles of responsible AI use.
7. RESULTS & CONCLUSION
This work shows that ChatGPT can generate focused problem sets for educators as needed.
ChatGPT, an advanced language model based on the GPT-4 architecture, offers immense
potential for revolutionizing computer science education. Its ability to generate human-like text,
adapt to user input and reference previous conversations makes it a valuable tool for creating
diverse and engaging problem sets for programming courses. By assisting educators in
developing relevant and challenging problems that align with the dynamic landscape of computer
science, ChatGPT contributes to fostering a more enriching and interactive learning environment
for students.
However, it is essential to acknowledge the limitations and ethical considerations surrounding the
use of AI tools in education. Ensuring the accuracy of generated content, mitigating potential
biases, and maintaining student privacy are crucial aspects that educators must address when
integrating AI-driven technologies into their curriculum. Moreover, staying up-to-date with the
rapidly evolving field of AI and its potential applications in education is vital for leveraging these
tools effectively and responsibly.
Future research should focus on assessing the practical implications of ChatGPT-based problem
generation, evaluating its effectiveness, and developing best practices that educators can adopt
globally. By doing so, the academic community can harness the full potential of advanced
language models like ChatGPT, ultimately creating more engaging and stimulating learning
experiences for computer science students.
REFERENCES
[1] “ChatGPT,” OpenAI. https://chat.openai.com/chat?model=gpt-4 (accessed Mar. 01, 2023).
[2] N. M. S. Surameery and M. Y. Shakor, “Use Chat GPT to Solve Programming Bugs,” Int. J. Inf.
Technol. Comput. Eng., no. 31, pp. 17–22, Jan. 2023, doi: 10.55529/ijitc.31.17.22.
[3] S. Kelly, “ChatGPT passes exams from law and business schools,” Jan. 26, 2023. [Online].
Available: https://www.cnn.com/2023/01/26/tech/chatgpt-passes-exams/index.html
11. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.2, June 2023
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[4] D. Baidoo-Anu and L. Owusu Ansah, “Education in the Era of Generative Artificial Intelligence
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AUTHORS
Tyler Flaagan is an Assistant Professor at Dakota State University, teaching in the Cyber Operations and
Network and Security Administration degrees. Tyler holds a Ph.D. and B.S. in Cyber Operations and an
M.S. in Computer Science. Tyler is also the Director of the Deep Red Lab within Dakota State University
MadLabs. Besides degrees, Tyler holds multiple professional certifications specializing in offensive
security, such as Offensive Security Certified Professional and GIAC Exploit Researcher and Advanced
Penetration Tester. Previously, Tyler worked as a red team operator for Naval Information Warfare Center
Atlantic, supporting various projects within the Department of Defense.