The advent of artificial intelligence in educational institutions has been met with fear and concern due to the ethical implications it carries, especially in the assessment of learning. In this work, results from an experiment aimed at using artificial intelligence as an ally in teaching numerical calculus will be presented. The teaching experience was implemented in an intensive course (five weeks for a total of 24 hours) on numerical methods for the solution of differential equations. The course was directed to undergraduate students of engineering programs in physics and data science. Not all the students attending the course had skills in the required programming language (Python) and, due to the short time, it was not possible to teach them basic computing during the course. The use of tools as chatGPT and Bing for code generation allowed the students to learn and apply different numerical methods of increasing complexity, and, at the same time, improve their skills in python programming. Numerical results of diagnostic exams and a sentiment analysis on the students’ perception about the use of artificial intelligence in the course will be presented.

Authors:
Elisabetta Crescio, Tecnologico de Monterrey, Mexico

About the Presenter(s)
Dr Elisabetta Crescio is full time professor at the mexican institution Tecnológico de Monterrey (Campus estado de Mexico). Her principal interests are physics and statistics, and recently she has joined the Data Science Program.

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