ChatGPT-Assisted Instruction for Conceptual Change Among Pre-Service Business and Computer Education Teachers

The increasing use of generative artificial intelligence (GenAI) in higher education has created opportunities for interactive learning while raising questions about its effectiveness in facilitating meaningful learning. This study investigated the effectiveness of lecturer-guided ChatGPT-assisted instruction in supporting conceptual change among pre-service Business and Computer Education teachers in Colleges of Education in North-Central Nigeria. A mixed-method quasiexperimental design involving 150 NCE II students from three Colleges of Education was employed. Intact classes comprising 75 students each in experimental and control groups participated in an eight-week intervention.