This study aims to explore the feasibility of integrating artificial intelligence (AI) technologies into the teaching process, with a particular focus on the potential use of ChatGPT3 for providing effective, meaningful, and personalized feedback. The study will utilize a systematic investigation of existing literature and empirical analysis to evaluate the efficacy of this approach for enhancing the quality of interactive feedback. The research will employ a systematic review of existing literature to identify key themes and findings related to AI-based teaching practices, as well as empirical analysis to examine the feasibility and effectiveness of using ChatGPT3 for personalized feedback in teaching. The study will draw on a range of data collection tools, including academic databases, user studies, log data, and surveys and interviews with relevant experts in the field of education.Through this research, the study aims to contribute to the advancement of knowledge in the field of education by shedding light on the potential benefits and challenges of AI-based teaching practices. Specifically, the study seeks to evaluate the usefulness and practicality of using ChatGPT3 for providing personalized feedback in teaching, and to identify any concerns that may arise from such an approach. This study has significant implications for the use of AI in education and can inform future research and practice in the field. By providing a comprehensive analysis of ChatGPT3's feasibility and effectiveness in providing personalized feedback, the study can contribute to the improvement of teaching practices and ultimately lead to better student outcomes.
Irum Naz, University of Doha for Science and Technology, Qatar
Rodney Robertson, University of Doha for Science and Technology, Qatar
Aalaa Salman, University of Doha for Science and Technology, Qatar