An image of the AI Chatbot for the Doing What Works Library
- Synthesize opinions from multiple source materials.
- Compare opinions coming from different source materials.
- Make judgments and provide rationale.
- Make suggestions for specific cases.
- Redirect users to additional related reading materials.
- Make recommendations.
- Deal with misspellings.
- Deal with unclear instructions.
The team compared output responses between the customized ChatGPT and the base model for prompts like:
- Tell me about Chicago Public Schools’ dropout recovery program.
- Multiple people have different ideas on how to make Rtl (Response to Intervention) work. Give me a summary of their opinions and what you personally think would be the best approach.
- Compare what you’ve learned about RtI from the source materials to what you already knew.
For the work, the team developed a robust and custom AI chatbot on the DWW database accessible via a public URL. However, additional work is necessary for further web interface customization, experimentation with different configurations and LLMs, or preprocessing of data formats (e.g., images) to ensure suitability for chatbot training.
- DWW-trained ChatGPT :
“The more effective teaching method when teaching an intermediate English as a Foreign Language learner would be efferent text discussion. This is because the research found that efferent discussion, which is a discussion about what the text actually says, was the most successful method for improving comprehension and critical thinking. This is especially true for average and below-average students, who may not be able to understand the text without discussing it. Afferent text discussion, which is a discussion about how the students felt about the text or how they could use it in their daily lives, is not as effective for improving comprehension and critical thinking.”
- Regular ChatGPT :
“Both efferent and afferent text discussions can be effective teaching methods for intermediate English as a Foreign Language learners, but the choice between the two depends on the specific learning goals and needs of the students. Efferent text discussion focuses on extracting information from the text and understanding its main ideas and details. This method is useful for developing reading comprehension skills and building vocabulary. It can also help students develop critical thinking skills as they analyze and evaluate the text. Afferent text discussion, on the other hand, focuses on the emotional and personal responses to the text. This method is useful for developing language fluency and building confidence in expressing opinions and ideas. It can also help students develop empathy and cultural awareness as they explore different perspectives and experiences. If the goal is to improve reading comprehension and vocabulary, efferent text discussion may be more effective. If the goal is to improve language fluency and encourage personal expression, afferent text discussion may be more effective. However,a combination of both methods can provide a well-rounded approach to teaching English as a Foreign Language.”
– Joon Suh Choi, Perpetual Baffour, Scott Crossley, Ulrich Boser