2025 ASEE Annual Conference & Exposition

Using ChatGPT to Improve Learning in Applied Statics for Construction Engineering Students

A profound understanding of structural concepts is crucial in the education of construction engineers. It enables the analysis and prediction of structural behavior under various conditions. The Applied Statics course plays a pivotal role in laying the foundational principles for structural analysis; however, students often encounter significant challenges mastering these concepts, which impacts their academic and professional development.
An exploratory mixed-methods approach was used, combining surveys and classroom activities. Data were collected from 32 Construction Engineering students enrolled in the Applied Statics course during the spring 2024 semester at a private university in Chile. Surveys were administered at three stages—beginning, after AI-mediated activities, and end of semester—capturing students' perceptions of ChatGPT’s integration. The study demonstrates that ChatGPT was positively perceived as a complementary learning tool, helping students clarify doubts, reflect on errors, and strengthen critical thinking. Over the semester, students developed greater confidence in the tool, valuing its support for creative problem-solving. Furthermore, the study revealed an increased ethical awareness regarding the responsible use of AI, emphasizing the importance of proper citation and institutional ethical guidelines. Future research should explore the long-term impact of AI tools on key skills, learning outcomes, and critical thinking, supported by structured integration frameworks, ethical training, and comparative studies with traditional methods across diverse educational settings.

Authors

Prof. Hector Buyones-Gonzalez http://orcid.org/0009-0009-6206-6316 Universidad Andres Bello, Santiago, Chile [biography]

Hector Buyones Gonzalez is a professor in the School of Engineering's Construction Engineering program at Universidad Andres Bello and Universidad Autonoma de Chile in Santiago, Chile. He earned his degree in Civil Engineering and Civil Construction, as well as a Master's degree in Construction Management. With extensive experience coordinating and executing construction projects across diverse sectors—including the oil industry (refineries), retail, and high-rise building construction—Professor Buyones brings a wealth of practical knowledge to his teaching. His primary research interests are focused on education and innovation in construction, the application of artificial intelligence within the construction industry, and construction management.
Dr. Monica Quezada-Espinoza http://orcid.org/0000-0002-0383-0179 Universidad Andres Bello, Santiago, Chile [biography]

Monica Quezada-Espinoza is a professor and researcher at the School of Engineering at Universidad Andrés Bello in Santiago, Chile, where she collaborates with the Educational and Academic Innovation Unit (UNIDA) as an instructor in active learning methodologies and mentors engineering faculty in educational research. She is the Secretary of the Women in Engineering Division (WIED) of the American Society for Engineering Education (ASEE) and an associate researcher in the STEM Latin America Network, specifically in the STEM + Gender group. Her research interests are diverse and focus on university education in STEM fields, faculty and professional development, research-based methodologies, and the use of evaluation tools and technology for education. She is also passionate about investigating conceptual learning in abstract physics topics, developing strategies to improve the retention of first-year engineering students, and enhancing skills and competencies in higher education. Additionally, Monica is dedicated to exploring gender issues in STEM education, with a particular emphasis on studying and proposing improvements for the inclusion of women in highly male-dominated fields. For more information on her work, visit her ORCID profile.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025