Developing scientific entrepreneurship and complex thinking skills: creating narrative scripts using ChatGPT

Abstract

The increased access to artificial intelligence (AI) applications has made it possible to develop more engaging and complex educational activities for students in different disciplines. This research explored expanding university students’ knowledge of scientific entrepreneurship skills using an Artificial Intelligence application. The students participated in a training experience using the conversational ChatGPT language model to generate narrative scripts for various topics on scientific discoveries and technological advances to create new products or services that offer cost-effective solutions based on science. The experience was designed employing the i4C model (identify, ideate, invent, inform). The study used a two-sample design with repeated measurements based on a pre-test and post-test. One hundred five graduate students from two master’s degree programs at the Bolivarian University of Ecuador participated during the 2022–2023 academic period. The results indicate that the students notably improved in acquiring the knowledge necessary for scientific entrepreneurial skills. The study concluded that applying AI ChatGPT with a narrative scripting strategy can create new learning opportunities for students. © © 2024 George-Reyes, Vilhunen, Avello-Martínez and López-Caudana.

Keywords

Author Keywords

Higher education ChatGPT complex thinking educational innovation narrative script

Index Keywords

Author Affiliations

Institute for the Future of Education, Tecnológico de Monterrey, Monterrey, NLE, Mexico, Universidad Politécnica Metropolitana de Hidalgo, Hidalgo, Mexico

Helsingin Yliopisto, Helsinki, Uusimaa, Finland

Universidad Bolivariana del Ecuador, Duran, Guayas, Ecuador

Institute for the Future of Education, Tecnológico de Monterrey, Monterrey, NLE, Mexico

Funding & Acknowledgements

Instituto Tecnológico y de Estudios Superiores de Monterrey, ITESM

Grant: #IJXT070-23EG99001

Funding text 1: The authors acknowledge the technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work. Also, the authors would like to acknowledge the financial support of Novus (N22-305), Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.; Funding text 2: The author(s) declare financial support was received for the research, authorship, and/or publication of this article. The authors would like to thank Tecnol\u00F3gico de Monterrey for the financial support provided through the Challenge-Based Research Funding Program 2023, Project ID #IJXT070-23EG99001, titled Complex Thinking Education for All (CTE4A): A Digital Hub and School for Lifelong Learners.

Instituto Tecnológico y de Estudios Superiores de Monterrey, ITESM

Funding text 1: The authors acknowledge the technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work. Also, the authors would like to acknowledge the financial support of Novus (N22-305), Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.; Funding text 2: The author(s) declare financial support was received for the research, authorship, and/or publication of this article. The authors would like to thank Tecnol\u00F3gico de Monterrey for the financial support provided through the Challenge-Based Research Funding Program 2023, Project ID #IJXT070-23EG99001, titled Complex Thinking Education for All (CTE4A): A Digital Hub and School for Lifelong Learners.

Novus International

Grant: N22-305

Funding text 1: The authors acknowledge the technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work. Also, the authors would like to acknowledge the financial support of Novus (N22-305), Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.; Funding text 2: The author(s) declare financial support was received for the research, authorship, and/or publication of this article. The authors would like to thank Tecnol\u00F3gico de Monterrey for the financial support provided through the Challenge-Based Research Funding Program 2023, Project ID #IJXT070-23EG99001, titled Complex Thinking Education for All (CTE4A): A Digital Hub and School for Lifelong Learners.

Novus International

Funding text 1: The authors acknowledge the technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work. Also, the authors would like to acknowledge the financial support of Novus (N22-305), Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.; Funding text 2: The author(s) declare financial support was received for the research, authorship, and/or publication of this article. The authors would like to thank Tecnol\u00F3gico de Monterrey for the financial support provided through the Challenge-Based Research Funding Program 2023, Project ID #IJXT070-23EG99001, titled Complex Thinking Education for All (CTE4A): A Digital Hub and School for Lifelong Learners.

References 10 References

1 Aldridge, Taylor, Scientist entrepreneurship across scientific fields, Journal of Technology Transfer, 39, 6, pp. 819-835, (2014)

2 Alneyadi, Saif Saeed, ChatGPT: Revolutionizing student achievement in the electronic magnetism unit for eleventh-grade students in Emirates schools, Contemporary Educational Technology, 15, 4, (2023)

3 Alneyadi, Saif Saeed, Integrating ChatGPT in Grade 12 Quantum Theory Education: An Exploratory Study at Emirate School (UAE), International Journal of Information and Education Technology, 14, 3, pp. 398-410, (2024)

4 Alonso-Belmonte, Isabel, Multimodal digital storytelling: Integrating information, emotion and social cognition, Review of Cognitive Linguistics, 11, 2, pp. 369-387, (2013)

5 Educ Knowledge Soc, (2024)

6 Althubaiti, Alaa Mohammed, Flipping the Online Classroom to Teach Statistical Data Analysis Software: A Quasi-Experimental Study, SAGE Open, 14, 1, (2024)

7 Ariyaratne, Sisith P., A comparison of ChatGPT-generated articles with human-written articles, Skeletal Radiology, 52, 9, pp. 1755-1758, (2023)

8 Avello-Martínez, Raidell, Coding and educational robotics and their relationship with computational and creative thinking. A compressive review, Revista de Educación a Distancia, 20, 63, (2020)

9 New Developments and Techniques in Structural Equation Modeling, (2001)

10 Berger, Uwe, How ChatGPT will Change Research, Education and Healthcare?, PPmP Psychotherapie Psychosomatik Medizinische Psychologie, 73, 3, pp. 159-161, (2023)

Developing scientific entrepreneurship and complex thinking skills: creating narrative scripts using ChatGPT

How to Cite