Evaluating AI-integrated educational content creation versus ChatGPT-assisted methods

Eleni Ioannou-Sougleridi 1, Spyros Kopsidas 2, *, Denis Vavougios 1, Aggelos Avramopoulos 1, Christos Simos 1, Athanasios Kanapitsas 1 and Konstantinos Manolitsis 3

1 Department of Physics, University of Thessaly, 3rd Km Old National Road Lamia–Athens, 35100, Lamia, Greece.
2 Information Technologies Institute, Center for Research and Technology - Hellas, 6th km Harilaou - Thermi, 57001, Thessaloniki, Greece.
3 Master Group, 4 Kyprou Av., 16452, Argyroupoli, Greece.
 
Research Article
International Journal of Science and Research Archive, 2024, 13(01), 3456-3470.
Article DOI: 10.30574/ijsra.2024.13.1.1945
Publication history: 
Received on 03 September 2024; revised on 15 October 2024; accepted on 17 October 2024
 
Abstract: 
This study investigates the comparative effectiveness of two content creation methods in educational settings: the Manual Method, using ChatGPT to generate and upload content to Moodle, and the MoodleSense Method, an AI-powered extension of Moodle for content creation and management. The research evaluated four critical aspects: educator performance, time and resource efficiency, content quality and alignment with curriculum standards, and the impact on educator workload. The results demonstrated that MoodleSense outperformed the Manual Method across all four aspects, offering enhanced time efficiency, better content quality, and stronger alignment with curriculum standards. Furthermore, MoodleSense reduced the educators’ workload by automating key processes, enabling more effective content management. The findings contribute to a deeper understanding of AI’s role in education and offer insights into how educators can effectively integrate such technologies to enhance teaching practices.

 

Keywords: 
Artificial Intelligence; Learning Management System; Embedded AI; AI-Assisted LMS; Moodle; MoodleSense; ChatGPT; Distance Learning; e-learning
 
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0