Using Microsoft Copilot Chat in the Work of IT Educators: Pilot Study

Abstract

Artificial intelligence (AI) chatbots have recently emerged in nearly all aspects of life, including education, where educators are exploring their potential. However, achieving proficiency remains a challenge due to numerous hurdles. This article aims to identify the problems IT educators face when using AI chatbots and propose solutions. We used Scopus, Web of Science, and Scopus AI to explore how IT educators use AI chatbots and the problems they face. Additionally, we developed and implemented the Microsoft Copilot Chat user guide, and conducted a workshop at our institution on using Microsoft Copilot Chat for professional activities of IT educators. Findings from the literature and the pre- and post-workshop surveys provided firsthand insights into educators' knowledge, usage patterns, and the drawbacks of using Microsoft Copilot Chat. The literature review shows that educators mainly use AI to generate ideas, grade assignments, and automate tasks, while also valuing AI chatbots for personalized learning. However, problems include a lack of guidelines, identifying AI use in student work, and potential impacts on critical thinking. Additionally, a workshop on the use of Copilot for professional activities was conducted, accompanied by pre- and post-surveys with questions inspired by findings from the literature. One of the important findings of the surveys is that most educators use AI chatbots and are knowledgeable about their capabilities, except for areas like image quality assessment and emotion detection. Lastly, McNemar test was conducted to assess the workshop's impact, revealing significant improvements in participants' knowledge of AI chatbots capabilities and suggesting a positive influence on their future use of these tools. Conclusions were made regarding the improvement of the Copilot guide content and method of conducting the workshop for future research.