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ORIGINAL RESEARCH article

Front. Educ.
Sec. Digital Learning Innovations
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1288723

Generative AI and education: Dynamic personalization of pupils' school learning material with ChatGPT

Provisionally accepted
Jussi S. Jauhiainen Jussi S. Jauhiainen 1,2*Agustín Garagorry Guerra Agustín Garagorry Guerra 1
  • 1 University of Turku, Turku, Finland
  • 2 University of Tartu, Tartu, Tartu County, Estonia

The final, formatted version of the article will be published soon.

    By 2023, the widespread use of generative AI tools like ChatGPT-3.5 and ChatGPT-4 had seen significant growth. This rise prompted discussions on integrating these technologies into school education. However, the practical implementation, testing, and assessment of generative AI in primary and secondary education remained largely unexplored. This article examines the application of ChatGPT-3.5 and 4 in primary school education. A study involving 110 students aged 8 to 14 across grades 4 to 6 in two Uruguayan schools was conducted. The focus was on using generative AI for dynamic personalization of educational content during classroom lessons. In these sessions, instructional content followed the curriculum goals, and text, illustrations, and exercises were generated and dynamically adjusted based on generative AI. The findings indicate that generative AI effectively tailors school materials to match varying pupil knowledge levels. Real-time adjustments during lessons cater to individual learning needs, enhancing cognitive ergonomics. This approach not only boosts pupil motivation but also improves their performance, facilitating more effective achievement of the curriculum's learning objectives. These results suggest a promising avenue for leveraging generative AI to personalize and optimize primary school education.

    Keywords: Generative AI, ChatGPT, Midjourney, Education, School, Pupil, Learning, Flow

    Received: 04 Sep 2023; Accepted: 30 Oct 2024.

    Copyright: © 2024 Jauhiainen and Garagorry Guerra. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Jussi S. Jauhiainen, University of Turku, Turku, Finland

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.