GPT vs. Google: A comparative study of self-code learning in ODL students

This research investigates the comparative effectiveness of the ChatGPT and the Google search engine in facilitating the self-learning of JavaScript functions among undergraduate open and distance learning students. The study employed a quasi-experimental post-test control group design to analyze th...

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Bibliographic Details
Published in:Journal of Educational Technology and Online Learning Vol. 7; no. 3; pp. 308 - 320
Main Authors: Fırat, Mehmet, Kuleli, Saniye
Format: Journal Article
Language:English
Turkish
Published: Balıkesir Gürhan Durak 30.09.2024
Subjects:
Artificial intelligence
Blended learning
Chatbots
Cognitive Ability
Cognitive load
Comparative Analysis
Comparative Education
Control Groups
Distance Education
Distance learning
Education
Educational technology
Feedback
Independent study
Information retrieval
JavaScript
Large language models
Personalized learning
Programming languages
Search engines
Software
Software development
Students
Turkey
ISSN:2618-6586, 2618-6586
Online Access:Get full text
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Summary:This research investigates the comparative effectiveness of the ChatGPT and the Google search engine in facilitating the self-learning of JavaScript functions among undergraduate open and distance learning students. The study employed a quasi-experimental post-test control group design to analyze the variables of disorientation, satisfaction, cognitive load, navigation performance, and test scores among 471 learners. Results indicated a marked advantage for ChatGPT users in reducing cognitive load and disorientation, improving navigation performance and increasing test scores. The study also explores the evolving dynamics between conventional keyword-based search engines and AI-driven conversational models, reflecting on their mutual influence in the domain of information retrieval. These findings suggest that AI chatbots like ChatGPT not only enhance the learning experience but also signify a paradigm shift in how information is accessed and processed in educational settings. The research contributes to understanding AI applications in education, particularly in self-directed learning scenarios in open and distance learning.
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ISSN:2618-6586
2618-6586
DOI:10.31681/jetol.1508675