Using Generative AI to Improve the Research Experience of MS Students in Robotics

The Minnesota Robotic Institute at the University of Minnesota's Master's program in Robotics, located in the United States, prepares students for professional careers focused on research and innovation within both academic and industrial sectors. The curriculum prioritizes applied learning methodologies through research initiatives and problem-solving exercises, enabling students to tailor elective courses to their interests. Each participant is required to complete either a capstone project or a research thesis. The program, which spans three semesters, commences with rigorous coursework and culminates in a comprehensive final project. Students opting for a thesis engage in advanced research endeavors, while those fulfilling the capstone requirements exercise considerable autonomy in designing and disseminating their projects. The increasing appeal of this experiential, student-centered model has led to a rise in enrollment, presenting challenges in maintaining personalized faculty oversight. In response to these developments, the program has investigated the application of various Generative AI (GenAI) tools to enhance student learning experiences. This study analyzes survey responses collected from 19 Master of Science students in the robotics program, elucidating the prevalent use of Generative AI tools, particularly ChatGPT, for tasks involving coding and writing. Additionally, it highlights significant ethical considerations, including the spread of misinformation and the lack of established usage guidelines. Many respondents support the incorporation of Generative AI into the curriculum, provided that apparent limitations are established. They emphasize the need for formal training and updates to the academic curriculum to effectively leverage the benefits of such technologies while minimizing associated risks.