@article{pardos_learning_2023,
	title = {Learning gain differences between {ChatGPT} and human tutor generated algebra hints},
	url = {https://www.proquest.com/working-papers/learning-gain-differences-between-chatgpt-human/docview/2776860659/se-2},
	abstract = {Large Language Models (LLMs), such as ChatGPT, are quickly advancing AI to the frontiers of practical consumer use and leading industries to re-evaluate how they allocate resources for content production. Authoring of open educational resources and hint content within adaptive tutoring systems is labor intensive. Should LLMs like ChatGPT produce educational content on par with human-authored content, the implications would be significant for further scaling of computer tutoring system approaches. In this paper, we conduct the first learning gain evaluation of ChatGPT by comparing the efficacy of its hints with hints authored by human tutors with 77 participants across two algebra topic areas, Elementary Algebra and Intermediate Algebra. We find that 70\% of hints produced by ChatGPT passed our manual quality checks and that both human and ChatGPT conditions produced positive learning gains. However, gains were only statistically significant for human tutor created hints. Learning gains from human-created hints were substantially and statistically significantly higher than ChatGPT hints in both topic areas, though ChatGPT participants in the Intermediate Algebra experiment were near ceiling and not even with the control at pre-test. We discuss the limitations of our study and suggest several future directions for the field. Problem and hint content used in the experiment is provided for replicability.},
	language = {English},
	journal = {arXiv.org},
	author = {Pardos, Zachary A and Bhandari, Shreya},
	month = feb,
	year = {2023},
	note = {Place: Ithaca
Publisher: Cornell University Library, arXiv.org},
	keywords = {Chatbots, Learning, Business And Economics--Banking And Finance, Computers and Society, Computation and Language, Education, Human-Computer Interaction, Adaptive systems, Algebra, Tutoring},
}

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In this paper, we conduct the first learning gain evaluation of ChatGPT by comparing the efficacy of its hints with hints authored by human tutors with 77 participants across two algebra topic areas, Elementary Algebra and Intermediate Algebra. We find that 70% of hints produced by ChatGPT passed our manual quality checks and that both human and ChatGPT conditions produced positive learning gains. However, gains were only statistically significant for human tutor created hints. Learning gains from human-created hints were substantially and statistically significantly higher than ChatGPT hints in both topic areas, though ChatGPT participants in the Intermediate Algebra experiment were near ceiling and not even with the control at pre-test. We discuss the limitations of our study and suggest several future directions for the field. Problem and hint content used in the experiment is provided for replicability.","language":"English","journal":"arXiv.org","author":[{"propositions":[],"lastnames":["Pardos"],"firstnames":["Zachary","A"],"suffixes":[]},{"propositions":[],"lastnames":["Bhandari"],"firstnames":["Shreya"],"suffixes":[]}],"month":"February","year":"2023","note":"Place: Ithaca Publisher: Cornell University Library, arXiv.org","keywords":"Chatbots, Learning, Business And Economics–Banking And Finance, Computers and Society, Computation and Language, Education, Human-Computer Interaction, Adaptive systems, Algebra, Tutoring","bibtex":"@article{pardos_learning_2023,\n\ttitle = {Learning gain differences between {ChatGPT} and human tutor generated algebra hints},\n\turl = {https://www.proquest.com/working-papers/learning-gain-differences-between-chatgpt-human/docview/2776860659/se-2},\n\tabstract = {Large Language Models (LLMs), such as ChatGPT, are quickly advancing AI to the frontiers of practical consumer use and leading industries to re-evaluate how they allocate resources for content production. Authoring of open educational resources and hint content within adaptive tutoring systems is labor intensive. Should LLMs like ChatGPT produce educational content on par with human-authored content, the implications would be significant for further scaling of computer tutoring system approaches. In this paper, we conduct the first learning gain evaluation of ChatGPT by comparing the efficacy of its hints with hints authored by human tutors with 77 participants across two algebra topic areas, Elementary Algebra and Intermediate Algebra. We find that 70\\% of hints produced by ChatGPT passed our manual quality checks and that both human and ChatGPT conditions produced positive learning gains. However, gains were only statistically significant for human tutor created hints. Learning gains from human-created hints were substantially and statistically significantly higher than ChatGPT hints in both topic areas, though ChatGPT participants in the Intermediate Algebra experiment were near ceiling and not even with the control at pre-test. We discuss the limitations of our study and suggest several future directions for the field. Problem and hint content used in the experiment is provided for replicability.},\n\tlanguage = {English},\n\tjournal = {arXiv.org},\n\tauthor = {Pardos, Zachary A and Bhandari, Shreya},\n\tmonth = feb,\n\tyear = {2023},\n\tnote = {Place: Ithaca\nPublisher: Cornell University Library, arXiv.org},\n\tkeywords = {Chatbots, Learning, Business And Economics--Banking And Finance, Computers and Society, Computation and Language, Education, Human-Computer Interaction, Adaptive systems, Algebra, Tutoring},\n}\n\n","author_short":["Pardos, Z. 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