Experience of using Artificial intelligence tools in a university course: evaluation and perspectives

Abstract

In various professional fields, the widespread adoption of artificial intelligence tools has facilitated repetitive, systematic, and highly complex tasks. Students' experience with the advantages and limitations of using Artificial Intelligence (AI) tools is valuable during their training. This analysis focuses on a case study in three Market Research courses (120 students) within the Bachelor of Marketing degree program. Using project-based learning, ChatGPT was employed in one stage of the project. Working in groups, students formulated enriched and specific questions to propose a methodological design addressing a particular market research need. They were also expected to critically review, adapt, complete, and critically correct their responses, as the evaluation process involved developing a valid proposal. The final products revealed a spectrum of different behaviors. Some groups built upon the responses, refined their questions, and developed more effective proposals. At the other extreme, some groups uncritically adopted the ChatGPT proposal, which contained noticeable errors and inconsistencies. Post-work reflections allowed for a review of practices and the generation of ideas for possible, beneficial, and effective uses of the AI ​​tool.