A study on how LLMs (e.g. GPT-4, chatbots) are being integrated to support tutoring, essay feedback and content generation

Nhu Tam Mai; Wenyang Cao; Qianyi Fang

doi:10.54097/6r6yhn67

Authors

Nhu Tam Mai
Wenyang Cao
Qianyi Fang

DOI:

https://doi.org/10.54097/6r6yhn67

Keywords:

Large Language Models, Education technology, AI tutoring, Artificial intelligence, AI in education

Abstract

The adoption of Large Language Models (LLMs) and, specifically, GPT-,4 has rapidly altered the educational landscape and changed the concept of pedagogy and interaction with learners. This paper explores the role of LLMs in learning institutions to supplement tutoring, essay feedback, and content creation. Based on recent empirical studies and theories, it assesses the potential of LLMs in pedagogy and its potential consequences in higher and secondary education. Through a combination of multiple dimensions, such as adaptive tutoring, personalized feedback, and generative lesson design, the paper clarifies the opportunities and challenges of implementing the use of LLMs in teaching practice. It has been proved by empirical results that GPT-4-based systems can significantly increase student engagement, writing, and conceptual understanding when used in a responsible manner. However, such issues as data privacy, overreliance, and the risk of academic dishonesty are discussed in the course of the study. It concludes in the end with the conclusion that to successfully use LLMs, a balanced approach, which integrates human judgment and algorithmic intelligence, is necessary to develop equitable and future-oriented learning settings.

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