Investigating ChatGPT-4’s performance in solving physics problems and its potential implications for education

Author:

Tong DazhenORCID,Tao YangORCID,Zhang Kangkang,Dong Xinxin,Hu Yangyang,Pan SudongORCID,Liu QiaoyiORCID

Funder

National Social Science Fund of China

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference32 articles.

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2. Bonham, S. (2007). Graphical response exercises for teaching physics. The Physics Teacher, 45(8), 482–486. https://doi.org/10.1119/1.2798359

3. Brown, T., Mann, B., Ryder, N., Subbiah, M., Kaplan, J. D., Dhariwal, P., Neelakantan, A., Shyam, P., Sastry, G., Askell, A., Agarwal, S., Herbert-Voss, A., Krueger,. G, Henighan, T., Child, R., Ramesh, A., Ziegler, D., Wu, J., Winter, C., …, Amodei, D. (2020). Language models are few-shot learners. In Advances in neural information processing systems (Vol 33, pp. 1877–1901). https://proceedings.neurips.cc/paper_files/paper/2020/hash/1457c0d6bfcb4967418bfb8ac142f64a-Abstract.html

4. Caballero, M. D., Greco, E. F., Murray, E. R., Bujak, K. R., Jackson Marr, M., Catrambone, R., Kohlmyer, M. A., & Schatz, M. F. (2012). Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study. American Journal of Physics, 80(7), 638–644. https://doi.org/10.1119/1.3703517

5. Cai, S., Chiang, F. K., & Wang, X. (2013). Using the augmented reality 3D technique for a convex imaging experiment in a physics course. International Journal of Engineering Education, 29(4), 856–865.

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