Generative AI in Undergraduate Classrooms: Lessons from Implementing a Customized GPT Chatbot for Learning Enhancement

The advent of Generative Artificial Intelligence (GenAI) has sparked significant interest in education, offering ways to support learning, personalize student experiences, and boost engagement. Generative AI holds the promise of transforming education with personalized learning, instant feedback, and assistance with complex problem-solving. However, its integration into classrooms requires careful management due to ethical concerns, misinformation risks, and potential misuse. While many articles explore the potential of generative AI in education, empirical studies on its real-world classroom use are limited. This paper presents an experience report on deploying a customized GPT-powered chatbot at Qatar University to support learning in two undergraduate courses: Data and Computer Communications Networks (technical) and Computer Ethics. Working across these diverse courses allows a thorough analysis of generative AI's strengths and weaknesses in different academic contexts, offering a comprehensive evaluation of its applicability and effectiveness. We used a mixed-methods approach with over 100 students, collecting quantitative and qualitative data via questionnaires to assess the chatbot's impact. Findings are analyzed with established theoretical frameworks to contextualize the pedagogical impact of generative AI, aligned with UNESCO guidelines for ethical integration. This paper details the chatbot's technical customization to meet course-specific needs, provides evidence-based insights into practical challenges and opportunities, and offers strategic recommendations for effective AI-assisted pedagogy. Directions for further research are also outlined to explore and refine the role of generative AI in classroom settings. By examining two distinct courses, this study demonstrates how generative AI can be adapted across academic disciplines for more nuanced applications in education.