Enhancing Learning Dynamics: Integrating Interactive Learning Environments and ChatGPT for Computer Networking Lessons
David Soto, Manabu Higashida, Shizuka Shirai, Mayumi Ueda, Yuki Uranishi
Abstract
The COVID-19 pandemic has catalyzed a rapid transformation in higher education, prompting institutions to embrace online learning and e-learning as essential mechanisms for academic continuity. In this context, Interactive Learning Environments (ILEs), augmented with generative AI chatbots, represent a promising approach to enhancing the effectiveness of virtual education and interactive learning. This paper investigates the efficacy of an ILE integrated with ChatGPT in the context of computer networking education. A pilot experiment was conducted with three graduate students with basic IT networking background. The study examined the impact of integrating ChatGPT within the ILE on students’ engagement, comprehension, and overall learning outcomes. Methodological details, including learning program design, learning outcomes assessment, ILE settings, and ChatGPT integration are presented. Results from pre- and post-assessment tests, quizzes, and students’ feedback on ChatGPT’s utility as a learning aid are discussed. The findings suggest a significant improvement in students’ comprehension and performance following their engagement with the ILE while using ChatGPT as a support tool. Despite a few drawbacks reported by the students in terms of the interfaces’ ease of use, and the timely response and appropriate content delivered by ChatGPT, they were overall satisfied with the experience. The students would recommend ChatGPT for learning purposes under certain controlled environments. This study contributes to the growing body of literature on interactive learning technologies and highlights the potential of generative AI chatbots such as ChatGPT to revolutionize computer networking education in the digital age.