Leveraging GPTutor in a flipped learning activity to improve student engagement

Abstract

Student engagement with lecture content can be significantly enhanced through effective pre-class preparation. Traditionally, students often lack motivation to read assigned materials before attending class, which can hinder meaningful participation in discussions. To address this challenge, a flipped learning activity leveraging GPTutor, a generative AI chatbot, was introduced at a business school in Hong Kong. This innovative approach enables students to interact with the chatbot anytime and anywhere, allowing them to clarify concepts prior to class, thereby fostering a more active learning environment. A pilot test of this approach was conducted during the 2024–2025 academic year. Students were instructed to use GPTutor to review lecture topics and complete multiple-choice questions before class. The goal was to help students develop a foundational understanding of the content, enabling class time could be devoted to more interactive and meaningful discussions. Data were collected in December 2024 to assess students’ perceived motivation towards using GPTutor, their enjoyment of the activity, and overall satisfaction with the flipped classroom model. Regression analysis was conducted to examine the relationships among these variables. Results showed that motivation to use GPTutor significant predicted enjoyment of the flipped learning activity, which contributed to high overall satisfaction. Findings from this pilot study indicate that GPTutor can serve as an effective learning platform for implementing innovative pre-class and post-class activities, enhancing student learning experiences and complementing the traditional lecture mode. This approach may offer potential benefits for wider adoption in future educational settings.