Automated feedback using ChatGPT for Microsoft Excel learning in high school students
Keywords:
automated feedback; artificial intelligence; ChatGPT; Microsoft Excel; high school; procedural learningAbstract
The aim of this study was to analyze observed changes in technical performance in Microsoft Excel and in perceived motivation and autonomy among high school students after an intervention based on automated feedback through ChatGPT. A quantitative study was conducted using a one-group pre-experimental pretest-posttest design with a non-probabilistic purposive sample of 28 first-year high school students from an educational institution in Jipijapa, Ecuador. Two instruments were used for data collection: the Excel Performance Test (EPT), composed of 20 practical performance items, and the Motivation and Autonomy Scale for the Use of AI in Excel Learning (EMA-IAE), consisting of 12 Likert-type items. The intervention lasted five weeks and involved practical Excel activities supported by ChatGPT as a tool for immediate and explanatory feedback. The results showed improvements in key indicators of technical performance, particularly row insertion, the use of the AVERAGE() function, and the IF() function, as well as increases in interest in learning Excel with AI, perceived usefulness of the tool, and perceived self-paced learning. In addition, a moderate-to-high positive correlation was found between technical performance and perceived motivation/autonomy (ρ = 0.62; p < .01). It is concluded that the supervised integration of ChatGPT as an automated feedback tool was associated with observed improvements in procedural Excel learning and in motivational variables related to autonomous learning, although these findings should be interpreted with caution due to the pre-experimental nature of the study.
Keywords: automated feedback; artificial intelligence; ChatGPT; Microsoft Excel; high school; procedural learning.
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