Pedagogical Qualities of Artificial Intelligence-Assisted Teaching: An Exploratory Analysis of a Personal Tutor in a Voluntary Business Higher-Education Course

Abstract

In this study, we examine custom-trained artificial intelligence (AI) teaching and learning tools based on generative pre-trained transformer (GPT) technology and their pedagogical potential to increase student engagement and satisfaction and promote the development of competencies in business schools.

There is minimal research concerning the role of custom-trained artificial intelligence (AI) tools in higher education, with a lack of research concerning the pedagogical qualities of an AI-based personal tutor. To fill this literature gap, we examined how a custom GPT personal tutor shapes key teaching and learning qualities. Using the mixed-methods approach, we aimed to demonstrate preliminary and exploratory empirical evidence concerning the contribution of custom-trained AI tutors to building up students’ competencies. Our research analyzed the subjective assessments of students related to the GPT tutor’s contribution to improving their competencies. Both the qualitative and quantitative empirical results confirmed the positive contribution. In addition, we triangulated the results to evaluate the potential of custom-trained AI chatbots in higher education, focusing on undergraduate business courses. However, the results of this study cannot be generalized to the entire student population of business schools, since the participation in the AI-assisted tutor program was voluntary, attracting only intrinsically motivated students.