This study considers the integration of custom GPT models into undergraduate courses to support students and teaching assistants in labs, tutorials and on assignments. GPTs were trained using course material, assignment instructions and lab content, acting as an academic assistant for students. The integrations significantly reduced the number of emails sent to teaching assistants (TAs) and professors, decreasing emails per week by a factor of up to five. Furthermore, custom questions were added to the GPT to encourage students to identify mistakes made by the GPT when providing advice or helping with solutions, promoting deeper understanding of core concepts. Feedback questions assessed students' overall experience with the GPT as a learning tool.
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Sehri et al. (2025) studied this question.
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