Evaluating the Impact of an AI-Powered Tutoring Tool on Online Statistical Education: A Pilot Study
Abstract Number:
2634
Submission Type:
Contributed Abstract
Contributed Abstract Type:
Poster
Participants:
Yuhui Yao (1), Subhabrata Chakraborti (1)
Institutions:
(1) The University of Alabama, N/A
Co-Author:
First Author:
Presenting Author:
Abstract Text:
Generative AI tools are rapidly emerging and transforming various industries, including Higher Education. However, research on their effectiveness and pedagogical value remains limited. This paper presents a pilot study for evaluating BEAR (Biostatistical Education Assistant and Resource), a ChatGPT-powered AI tool customized by the author. BEAR is designed to enhance students' conceptual understanding of statistics, foster statistical thinking through Socratic questioning, and provide instructional support aligned with pedagogical best practices. To evaluate the perceived usefulness, effectiveness, and overall satisfaction with BEAR, a survey will be conducted at the end of the Spring 2025 semester among students enrolled in the online sessions of the Biostatistics course (POPH 522) at the University of Alabama. The study will present key findings, examine students' experiences, and explore the role of AI-driven tools in enhancing online statistical education.
Keywords:
AI|ChatGPT|Online Statistical Education|AI Tutoring| |
Sponsors:
Section on Statistics and Data Science Education
Tracks:
Miscellaneous
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