2025 ASEE Annual Conference & Exposition

Student Use of ChatGPT and Claude in Introductory Engineering Education: Insights into Metacognition and Problem-Solving Patterns

Presented at Computers in Education Division (COED) Poster Session

The integration of generative AI, such as ChatGPT and Claude, into engineering classrooms is reshaping educational practices for both students and instructors. This study investigates how student use of generative AI impacts metacognition and problem-solving strategies in an undergraduate engineering context. We conducted a two-phase experiment in an "Intro to Engineering" course. First, students completed a MATLAB exam using only built-in documentation. Following the exam, we conducted a lab where students worked through the same exam problems using ChatGPT and Claude. Screen recordings were captured in both phases to analyze problem-solving patterns and approaches with and without AI support.

Authors

Dr. Anthony Cortez Point Loma Nazarene University [biography]

Anthony Cortez is currently an Assistant Professor in the department of Physics and Engineering at Point Loma Nazarene University. He received his BS in Physics from University of California San Diego (UCSD). He went on to complete his MS and Ph.D. in Mechanical Engineering from University of California Riverside (UCR). His research interests include technology as a tool in the classroom, high temperature superconductivity, superconducting detectors, nanofabrication, and space THz technology.
Dr. Paul Schmelzenbach Point Loma Nazarene University [biography]

Dr. Paul Schmelzenbach is currently a Professor of Physics and Engineering at Point Loma Nazarene University. He received his BS in Physics and a BS in Chemistry from Northwest Nazarene University in 1998. He then went on to complete his MS and Ph.D. in Nuclear Physics from Oregon State University in 2003. His research interests include gamma-ray spectroscopy, analysis of large data sets, computational physics, and physics and engineering education.

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

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