A1 Refereed original research article in a scientific journal
Generative AI and education: dynamic personalization of pupils' school learning material with ChatGPT
Authors: Jauhiainen, Jussi S.; Garagorry Guerra, Agustín
Publisher: FRONTIERS MEDIA SA
Publishing place: LAUSANNE
Publication year: 2024
Journal: Frontiers in Education
Journal name in source: FRONTIERS IN EDUCATION
Journal acronym: FRONT EDUC
Article number: 1288723
Volume: 9
Number of pages: 12
eISSN: 2504-284X
DOI: https://doi.org/10.3389/feduc.2024.1288723
Web address : https://doi.org/10.3389/feduc.2024.1288723
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/477220653
The widespread use of generative AI tools like ChatGPT has seen significant growth. This rise prompted discussions on integrating these technologies into school education. However, the practical implementation, testing, and assessment of generative AI in primary and secondary education remained largely unexplored. This article examines the application of ChatGPT-3.5 and 4 in primary school education. A study involving 110 students aged 8-14 across grades 4-6 in two Uruguayan schools was conducted. The focus was on using generative AI for dynamic personalization of educational content during classroom lessons. In these sessions, instructional content followed the curriculum goals, and text, illustrations, and exercises were generated and dynamically adjusted based on generative AI. The findings indicate that generative AI effectively tailors school materials to match varying pupil knowledge levels. Real-time adjustments during lessons cater to individual learning needs, enhancing cognitive ergonomics. This approach not only boosts pupil motivation but also improves their performance, facilitating more effective achievement of the curriculum's learning objectives. These results suggest a promising avenue for leveraging generative AI to personalize and optimize primary school education.
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Funding information in the publication:
The author(s) declare financial support was received for the research, authorship, and/or publication of this article. The research was partially funded by the University of Turku and by the Business Finland co-creation project Digileac.
