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ChatGPT has recently gathered attention from the general public and academiaas a tool that is able to generate plausible and human-sounding text answers tovarious questions. One potential use, or abuse, of ChatGPT is in answeringvarious questions or even generating whole essays and research papers in anacademic or classroom setting. While recent works have explored the use ofChatGPT in the context of humanities, business school, or medical school, thiswork explores how ChatGPT performs in the context of an introductory computerengineering course. This work assesses ChatGPT's aptitude in answering quizzes,homework, exam, and laboratory questions in an introductory-level computerengineering course. This work finds that ChatGPT can do well on questionsasking about generic concepts. However, predictably, as a text-only tool, itcannot handle questions with diagrams or figures, nor can it generate diagramsand figures. Further, also clearly, the tool cannot do hands-on labexperiments, breadboard assembly, etc., but can generate plausible answers tosome laboratory manual questions. One of the key observations presented in thiswork is that the ChatGPT tool could not be used to pass all components of thecourse. Nevertheless, it does well on quizzes and short-answer questions. Onthe other hand, plausible, human-sounding answers could confuse students whengenerating incorrect but still plausible answers.

Analyzing ChatGPT's Aptitude in an Introductory Computer Engineering Course