Harness the Power of Interactive Large Language Model in Teaching Using a Capstone Project in the Database Management Course
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| Publicado en: | Journal of Information Systems Education vol. 36, no. 3 (Summer 2025), p. 224-237 |
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| Acceso en liña: | Citation/Abstract Full Text Full Text - PDF |
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| 100 | 1 | |a Zhan, Yongcheng | |
| 245 | 1 | |a Harness the Power of Interactive Large Language Model in Teaching Using a Capstone Project in the Database Management Course | |
| 260 | |b EDSIG |c Summer 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This teaching case explores the integration of generative AI, specifically Large Language Models (LLMs) such as ChatGPT, into the pedagogy of a database management course. Database management is a critical field within Information Systems, requiring students to master a wide array of skills, from conceptual design to SQL programming and real-world problem-solving. However, traditional teaching methods often present database concepts in isolation, which can hinder students' ability to grasp the holistic nature of database design, development, and maintenance. Additionally, current pedagogical approaches tend to emphasize technical syntax over critical thinking and problem-solving. They provide limited feedback, especially in larger classes, which delays students' learning progress. This case addresses these challenges by incorporating a capstone project that leverages ChatGPT to facilitate interactive and adaptive learning. Through the project, students engage with practical tasks such as designing relational databases, generating SQL queries, and maintaining databases in response to dynamic business requirements. ChatGPT plays a central role in providing immediate feedback, helping students refine their understanding, and allowing them to explore more advanced database operations at their own pace. The AI tool also encourages students to actively participate in their learning, transforming them from passive recipients of information into critical thinkers who can apply their skills to real-world problems. A quantitative evaluation of final exam grades revealed significant performance improvements in graduate cohorts. While undergraduate cohorts showed a positive upward trend, further analysis with larger sample sizes is recommended. The case highlights the transformative potential of generative AI in education, showcasing how AI-driven tools can enhance student engagement, personalize learning, and ultimately improve educational outcomes in database management education. Furthermore, the principles demonstrated in this case can be extended to other Information Systems courses, such as systems analysis, programming, and data analytics, broadening the applicability of generative AI in Information Systems education. | |
| 653 | |a Teaching methods | ||
| 653 | |a Information systems | ||
| 653 | |a Feedback | ||
| 653 | |a Chatbots | ||
| 653 | |a Skills | ||
| 653 | |a Generative artificial intelligence | ||
| 653 | |a Capstone projects | ||
| 653 | |a Conceptual design | ||
| 653 | |a Problem solving | ||
| 653 | |a Query languages | ||
| 653 | |a Students | ||
| 653 | |a Systems analysis | ||
| 653 | |a Large language models | ||
| 653 | |a Education | ||
| 653 | |a Project management | ||
| 653 | |a Databases | ||
| 653 | |a Critical field (superconductivity) | ||
| 653 | |a Relational data bases | ||
| 653 | |a Data base management | ||
| 653 | |a Quantitative analysis | ||
| 653 | |a World problems | ||
| 653 | |a Management | ||
| 653 | |a Holistic approach | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Human-computer interaction | ||
| 653 | |a Learning | ||
| 653 | |a Educational systems | ||
| 653 | |a Management development programmes | ||
| 653 | |a Information technology | ||
| 653 | |a Ability | ||
| 653 | |a Critical thinking | ||
| 653 | |a Syntax | ||
| 653 | |a Student participation | ||
| 653 | |a Information | ||
| 653 | |a Teaching | ||
| 653 | |a Grammatical case | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Language modeling | ||
| 653 | |a Educational Quality | ||
| 653 | |a Advanced Courses | ||
| 653 | |a Educational Practices | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Course Selection (Students) | ||
| 653 | |a Administrator Education | ||
| 653 | |a Conventional Instruction | ||
| 653 | |a Active Learning | ||
| 653 | |a College Faculty | ||
| 653 | |a Database Design | ||
| 653 | |a Capstone Experiences | ||
| 653 | |a Case Studies | ||
| 653 | |a Educational Change | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a Educational Objectives | ||
| 653 | |a Data Analysis | ||
| 653 | |a Educational Environment | ||
| 653 | |a Database Management Systems | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Individual Needs | ||
| 653 | |a Educational Strategies | ||
| 700 | 1 | |a Chen, Leida | |
| 773 | 0 | |t Journal of Information Systems Education |g vol. 36, no. 3 (Summer 2025), p. 224-237 | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3252288363/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3252288363/fulltext/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3252288363/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |