Communication Dans Un Congrès Année : 2025

Uses and Impacts of LLMs on the Learning Experience of Future Engineers: Case Studies in the Context of a French Engineering School

Résumé

In November 2022, the release of ChatGPT to the public challenged the established order of our educational systems. Faced with this disruptive innovation, traditional educational structures were unprepared to handle this complexity and manage its uses. Consequently, the burden of social regulation became the responsibility of individuals and collectives. In this context, students' and teachers' practices adapted and evolved to both take advantage of the opportunities offered by this new tool, and/or to establish a regime of "new normal" that would appease tensions and improve learning. This article aims to empirically detail the mechanisms of social reconfiguration deployed to integrate ChatGPT more harmoniously in classrooms. It focuses on initiatives within a French engineering school, on both institutional and individual levels. Firstly, it outlines strategy and actions settled by the “pedagogical and digital innovation” team to support and guide teachers in this transition. Secondly, through three case studies, it describes the activities set up by teachers to make ChatGPT an effective resource for diversifying pedagogical practices and questioning students' learning processes. The first case concerns the design of a course aimed at creating a charter for the responsible use of ChatGPT for and by students. The second case covers the adoption of a problem-based learning approach so students can overcome their problematic use of ChatGPT. The last case reports an experiment to help students use ChatGPT more effectively in learning English. With this contribution, the authors hope to inspire similar initiatives and strengthen the existing teaching communities of practice.

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Commentaire Article déjà publié sur Zenodo sous licence CC BY 4.0 (DOI : 10.5281/zenodo.14256937). Dépôt du fichier éditeur autorisé.
DOI

Cite 10.5281/zenodo.15100875 Article Dehler Zufferey, J., Langie, G., Tormey, R., & Nagy, B. V. (2025). Proceedings of the 52nd Annual Conference of the European Society for Engineering Education (SEFI 2024). Zenodo. https://doi.org/10.5281/ZENODO.15100875

Dates et versions

hal-05118638 , version 1 (18-06-2025)

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David Rodriguez, Firas Mourad, Cécilia Vatus, Estelle Blavy. Uses and Impacts of LLMs on the Learning Experience of Future Engineers: Case Studies in the Context of a French Engineering School. In: Proceedings of the 52nd Annual Conference of the European Society for Engineering Education: Educating Responsible Engineers (SEFI 2024), SEFI; EPFL, Sep 2024, Lausanne, Switzerland. pp.2063-2075, ⟨10.5281/zenodo.14256937⟩. ⟨hal-05118638⟩
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