2026-06-07T07:19:57Zhttps://riuma.uma.es/rest/oai/requestoai:riuma.uma.es:10630/459992026-04-15T12:53:17Zcom_10630_2254col_10630_37953
RIUMA. Repositorio Institucional de la Universidad de Málaga
author
Cámara-Moreno, Javier
author
Troya-Castilla, Javier
author
Montes-Torres, Julio
author
Jaime-Rodríguez, Francisco José
2026-03-11T08:17:21Z
2024-04-08
J. Cámara, J. Troya, J. Montes-Torres and F. J. Jaime, "Generative AI in the Software Modeling Classroom: An Experience Report With ChatGPT and Unified Modeling Language," in IEEE Software, vol. 41, no. 6, pp. 73-81, Nov.-Dec. 2024, doi: 10.1109/MS.2024.3385309
1937-4194
https://hdl.handle.net/10630/45999
10.1109/MS.2024.3385309
Formative assessment in software modeling typically involves students solving problems with limited support from instructors or on their own without any automated support. However, the irruption of generative AI chatbots, such as ChatGPT, has entirely changed the landscape in the modeling classroom, triggering the need to re-evaluate how both formative and summative assessments are designed and administered to students. This article describes an experience report on the use of ChatGPT in formative assessment for software modeling in an undergraduate software engineering course. Our study indicates that the use of generative AI chatbots in formative assessment can contribute to effectively gauge learning progress, increase the academic performance of students, compared to a traditional methodology, and also raise student awareness about the tradeoffs of employing generative AI in their work.
eng
Attribution-NonCommercial-NoDerivatives 4.0 International
Inteligencia artificial
UML (Informática)
Generative AI in the Software Modeling Classroom: An Experience Report With ChatGPT and Unified Modeling Language
journal article
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URL
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File
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IEEESoft2024_AuthorVersion.pdf