Influence of Prompts Structure on the Perception and Enhancement of Learning through LLMs in Online Educational Contexts
This research examines how the structure of prompts impacts the perceived depth and accuracy of responses generated by generative Large Language Models (LLMs) in educational settings. It specifically investigates how prompt design influences students’ learning experiences. The study involved an expe...
| Author: | |
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| Format: | Book chapter |
| Status: | Published version |
| Publication date: | 2024 |
| Country: | España |
| Institution: | Universitat Oberta de Catalunya (UOC) |
| Repository: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/151456 |
| Online Access: | http://hdl.handle.net/10609/151456 http://doi.org/10.5772/intechopen.1006481 |
| Access Level: | Open access |
| Keyword: | generative AI GenAI engineering prompts large language model LLMs formative assessment online higher education prompt structure educational environment students’ perception learning process |
| _version_ | 1878739825324982272 |
|---|---|
| author | Rodriguez-Donaire, Silvia |
| author_browse | Rodriguez-Donaire, Silvia |
| author_facet | Rodriguez-Donaire, Silvia |
| author_role | author |
| collection | O2, repositorio institucional de la UOC |
| description | This research examines how the structure of prompts impacts the perceived depth and accuracy of responses generated by generative Large Language Models (LLMs) in educational settings. It specifically investigates how prompt design influences students’ learning experiences. The study involved an experiment with 183 students enrolled in a mandatory Business Administration course at the Universitat Oberta de Catalunya (UOC). Data from the experiment were analyzed using both qualitative and quantitative methods. The results show that well-structured prompts significantly improve students’ perception of the depth and accuracy of GenAI-generated responses, leading to a more effective learning process. This underscores the crucial role of prompt design in maximizing the educational effectiveness of GenAI. The findings suggest that thoughtful prompt design can enhance educational outcomes, although the study’s limited sample size and context-specific nature may restrict the generalizability of the results. This research contributes to the field by highlighting the importance of prompt structure in harnessing GenAI tools for educational improvement. |
| eu_rights_str_mv | openAccess |
| format | bookPart |
| id | ES_c8ad4126aa7ccb26a3aafe5aebc1921e |
| institution | Universitat Oberta de Catalunya (UOC) |
| instname_str | Universitat Oberta de Catalunya (UOC) |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:openaccess.uoc.edu:10609/151456 |
| publishDate | 2024 |
| publishDateSort | 2024 |
| publisher | IntechOpen |
| publisherStr | IntechOpen |
| reponame_str | O2, repositorio institucional de la UOC |
| spelling | Influence of Prompts Structure on the Perception and Enhancement of Learning through LLMs in Online Educational Contexts Rodriguez-Donaire, Silvia generative AI GenAI engineering prompts large language model LLMs formative assessment online higher education prompt structure educational environment students’ perception learning process This research examines how the structure of prompts impacts the perceived depth and accuracy of responses generated by generative Large Language Models (LLMs) in educational settings. It specifically investigates how prompt design influences students’ learning experiences. The study involved an experiment with 183 students enrolled in a mandatory Business Administration course at the Universitat Oberta de Catalunya (UOC). Data from the experiment were analyzed using both qualitative and quantitative methods. The results show that well-structured prompts significantly improve students’ perception of the depth and accuracy of GenAI-generated responses, leading to a more effective learning process. This underscores the crucial role of prompt design in maximizing the educational effectiveness of GenAI. The findings suggest that thoughtful prompt design can enhance educational outcomes, although the study’s limited sample size and context-specific nature may restrict the generalizability of the results. This research contributes to the field by highlighting the importance of prompt structure in harnessing GenAI tools for educational improvement. IntechOpen http://hdl.handle.net/10609/151456 http://doi.org/10.5772/intechopen.1006481 |
| spellingShingle | Influence of Prompts Structure on the Perception and Enhancement of Learning through LLMs in Online Educational Contexts Rodriguez-Donaire, Silvia generative AI GenAI engineering prompts large language model LLMs formative assessment online higher education prompt structure educational environment students’ perception learning process |
| status_str | publishedVersion |
| title | Influence of Prompts Structure on the Perception and Enhancement of Learning through LLMs in Online Educational Contexts |
| title_full | Influence of Prompts Structure on the Perception and Enhancement of Learning through LLMs in Online Educational Contexts |
| title_fullStr | Influence of Prompts Structure on the Perception and Enhancement of Learning through LLMs in Online Educational Contexts |
| title_full_unstemmed | Influence of Prompts Structure on the Perception and Enhancement of Learning through LLMs in Online Educational Contexts |
| title_short | Influence of Prompts Structure on the Perception and Enhancement of Learning through LLMs in Online Educational Contexts |
| title_sort | Influence of Prompts Structure on the Perception and Enhancement of Learning through LLMs in Online Educational Contexts |
| topic | generative AI GenAI engineering prompts large language model LLMs formative assessment online higher education prompt structure educational environment students’ perception learning process |
| topic_facet | generative AI GenAI engineering prompts large language model LLMs formative assessment online higher education prompt structure educational environment students’ perception learning process |
| url | http://hdl.handle.net/10609/151456 http://doi.org/10.5772/intechopen.1006481 |