ChatGPT Passes Exam at Wharton Business School, Signaling Potential for AI Being Used in the Education Sector

Artificial intelligence (AI) system ChatGPT has passed an exam at the Wharton Business School, according to a new research paper published conducted by Wharton professor Christian Terwiesch.

The study found that ChatGPT “has shown a remarkable ability to automate some of the skills of highly compensated knowledge workers in general and specifically the knowledge workers in the jobs held by master of business administration (MBA) graduates including analysts, managers, and consultants.”

Moreover, the study also found that ChatGPT performed “an amazing job” on the final exam of Operations Management, a core course in the Wharton MBA program.

The AI gave answers that were correct and “excellent” in their explanations adding that “ChatGPT3 is remarkably good at modifying its answers in response to human hints.

ChatGPT also showed the ability to correct itself in instances where it initially failed to match the problem with the right solution method after receiving an appropriate hint from a human expert.

“Considering this performance, Chat GPT3 would have received a B to B- grade on the exam,” the research said.

The language processing system GPT, or Generative Pre-trained Transformer, was developed by OpenAI and is designed to provide human-like conversation through AI, and is the basis for the growing number of AI chat systems currently available in the market.

However, the tool has caused concern in educational settings, with the New York City Department of Education banning its use on public school networks and devices earlier this month.

The research paper recommended that educational institutions take a closer look at the interaction between AI tools and the educational experience, and to come up with new policies, which include “curriculum design focusing on collaboration between human and AI, opportunities to simulate real-world decision-making processes, the need to teach creative problem solving, improved teaching productivity, and more.” (GFB)