Copenhagen Business School Department of Management, Society and Communication, Denmark
This study investigates the use of Generative Artificial Intelligence (GenAI) in education. Specifically, it explores the impact of customized Generative Pre-trained Transformers (GPTs) on learning outcomes. Several hypotheses were proposed to explore the effects of customized GPTs on overall learning outcomes, impact competencies, entrepreneurship competencies, and engagement competencies. Grounded in learning theories, the study aims to understand how these AI tools influence various dimensions of learning. The hypotheses were tested through a comparative analysis of two student groups: one was prohibited from using any GenAI, and the other was required to use a several customized GPTs tailored specifically by the teacher for this course. Both groups experienced the same curriculum and instruction to ensure consistency, with the only variable being the use of the AI tool. Key findings indicate that the use of customized GPTs enhances overall learning outcomes, as well s the development of impact competency and entrepreneurship competencies, while no effect was found for engagement competencies. The study concludes with recommendations for balancing AI integration in educational settings, emphasizing the need for strategic application to maximize benefits while mitigating potential drawbacks.
