There are numerous ways in which generative artificial intelligence (GAI) can be applied in the teaching and learning process. This paper presents one application in the Business Decision Analysis (BDA) course. BDA is considered as the most challenging course in the Graduate Study Program in Economic Entrepreneurship at the University of Zagreb Faculty of Organisation and Informatics; consequently, the teachers continuously analyse possibilities to make the course more attractive for students. The innovative teaching activity at BDA was implemented as a betting shop during the first colloquium (which accounts for 50% of the overall grade). In the activity, GAI analysed learning management system (LMS) data of students’ results (attendance, self-assessment test results, logs in the system) of the initial (pre-course) test, as well as their results of the pub quiz (activity organised a week before the colloquium as a preparatory activity). GAI analysed all the data and predicted the number of points each student will achieve. Additionally, GAI calculated the risk index, average growth (among self-assessment tests) and learning consistency for each student. Finally, GAI created a message for each student that explained what went well in their learning activity, what could be improved, and included a motivational note for the test. The rule was: if a student achieved a higher result than the GAI predicted, the teacher would buy a chocolate for that student. More than 60% percent of students achieved a higher score than was predicted. Surprisingly, exceeding the expected result was not in correlation with the risk indices determined by the GAI. Cluster analysis identified four student profiles consistent with the correlation results, showing weak overall agreement between the predicted and achieved scores, except in the male subgroup, while higher predicted scores were associated with higher average growth and lower risk indices. Qualitative analysis of the GAI application in teaching yielded positive comments, as students perceived the activity as helpful, motivating, and engaging, and would have liked more similar activities.
Kadoić et al. (Thu,) studied this question.