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Lopez-Fernandez, DanielAutor (correspondencia)ChatGPT in Computer Science Education: A Case Study on a Database Administration Course
Publicado en:Applied Sciences-Basel. 15 (2): 985- - 2025-01-01 15(2), DOI: 10.3390/app15020985
Autores: López-Fernández, D; Vergaz, R
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Resumen
GenAI tools like ChatGPT have changed the educational landscape, and empirical experiences are needed to better understand how to use them to their fullest potential. This article empirically explores the usage of ChatGPT 3.5 in database administration education through a case study conducted with 40 computer science students. Specifically, it inspects how widespread the use of ChatGPT is and students' perceptions of this tool, how prior knowledge on a topic affects the use of ChatGPT, and the relationship between the usage of ChatGPT and success in solving practical problems. The student's grades in a computer practical exam, a set of theoretical tests to assess progression in knowledge acquisition, and a comprehensive questionnaire are employed as research instruments. The obtained results indicate that students use ChatGPT moderately but more frequently than traditional internet learning resources such as official documentation, Stack Overflow or googling. However, the usage is uneven among students, and those who end up getting better grades use ChatGPT more. Beyond prompting skills, one of the elements that is key to the students' productive use of this tool is their prior knowledge about database administration. This article concludes that ChatGPT is an excellent educational instrument in the context of database administration and that in order to use it properly, it is necessary for students to have good prompting skills as well as a sound theoretical basis. Training students in the use of GenAI tools like ChatGPT, for example, with a guided practice strategy where prompting and conducted step-by-step practice are employed is key to prevent the appearance of new digital trenches.
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El trabajo ha sido publicado en la revista Applied Sciences-Basel debido a la progresión y el buen impacto que ha alcanzado en los últimos años, según la agencia WoS (JCR), se ha convertido en una referencia en su campo. En el año de publicación del trabajo, 2025, se encontraba en la posición 258/439, consiguiendo con ello situarse como revista Q1 (Primer Cuartil), en la categoría Materials Science, Multidisciplinary.
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Existe un liderazgo significativo ya que algunos de los autores pertenecientes a la institución aparecen como primer o último firmante, se puede apreciar en el detalle: Primer Autor (LOPEZ FERNANDEZ, DANIEL) .
el autor responsable de establecer las labores de correspondencia ha sido LOPEZ FERNANDEZ, DANIEL.