Amira SID (2024) Evaluating Artificial Intelligence for Education: Speed, Accuracy and Friendliness -ChatGPT vs. Claude AI- The Case of Third-Year LMD Students of English at the University of Souk-Ahras.
Scientific Publications
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Abstract
Abstract
This study aims to evaluate and compare two leading AI chatbots, ChatGPT and Claude AI, as educational tools within the realm of English as a Foreign Language (EFL). The research seeks to identify the differences in speed, accuracy, and friendliness exhibited by these chatbots while assisting EFL learners. The objective is to introduce Claude AI as another complementary education tool and a competitor to ChatGPT. The research questions investigate the extent to which ChatGPT and Claude AI differ in terms of accuracy, friendliness, and speed while assisting EFL learners. The study hypothesizes that Claude AI outshines ChatGPT in terms of accuracy, friendliness, and speed. Quantitative and qualitative methods, including a semi-structured survey and a comparative experiment, are conducted among third-year English students at Mohamed Cherif Messaadia University. This study presents an opportunity to facilitate the complementary use of AI technology, like chatbots, in education without replacing the irreplaceable human element. Depending on the findings, we can formulate solid suggestions and recommendations for educators and learners about AI integration in EFL classes.
This study aims to evaluate and compare two leading AI chatbots, ChatGPT and Claude AI, as educational tools within the realm of English as a Foreign Language (EFL). The research seeks to identify the differences in speed, accuracy, and friendliness exhibited by these chatbots while assisting EFL learners. The objective is to introduce Claude AI as another complementary education tool and a competitor to ChatGPT. The research questions investigate the extent to which ChatGPT and Claude AI differ in terms of accuracy, friendliness, and speed while assisting EFL learners. The study hypothesizes that Claude AI outshines ChatGPT in terms of accuracy, friendliness, and speed. Quantitative and qualitative methods, including a semi-structured survey and a comparative experiment, are conducted among third-year English students at Mohamed Cherif Messaadia University. This study presents an opportunity to facilitate the complementary use of AI technology, like chatbots, in education without replacing the irreplaceable human element. Depending on the findings, we can formulate solid suggestions and recommendations for educators and learners about AI integration in EFL classes.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5052 |
| Date Deposited | 2024-07-03 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5052 |