ChatGPT and Moodle Walk into a Bar: Capabilities,

Integration, Use Cases, and Challenges

Jingjing Lin
Center for IT-based Education
Toyohashi University of Technology
Toyohashi, Japan
[email protected]

Abstract—Are you ready to explore the next frontier in e- considered one of the most advanced language models in the
learning with ChatGPT? This innovative artificial intelligence world, and its capabilities are increasing constantly.
technology will revolutionize the way we teach and learn in
Moodle, the world-renowned Learning Management System. While many people are still trying to wrap their minds
This article draws attention to five powerful capabilities of around this disruptive chatbot, some took quick actions to
ChatGPT: contextual conversing, feedback response, analytical implement it to their practices. ChatGPT has been recognized
power, adaptive tutoring, and multilingual capabilities. It by the researcher community, for instance, for its ability to act
explains a three-step technical procedure of integrating as a co-pilot to humans in scientific writing [8], data analysis
ChatGPT in Moodle using a publicly accessible Moodle instance [9], repetitive programming [10], picking up latest
at ResearchIC.com. A follow-up of eight use cases provides a information [11], decision-making [12], and more. In the
user manual for the system, prompting for information, educator community, ChatGPT was applied in exam writing
performing calculations on numerical data, interpreting data operation [13], creating prompts for formative assessment
analysis results, generating data for educational purposes, activities [14], and facilitating conversation among different
supporting course design activities, providing emotional stakeholders enabling processes of co-design and value co-
support, and supporting extended learning. The article creation [15]. There is also much discussion around the fear
concludes with a discussion of six challenges that may arise, but and criticism surrounding AI plagiarism [16]. After all,
overall maintains an optimistic view of the future of applying
blinded human reviewers in the scientific publishing process
ChatGPT to enhance teaching and learning. This research has
can only detect 68% of ChatGPT-generated abstracts [17].
the potential to inform and inspire multiple stakeholders in
higher education institutions (e.g., students, teachers, system Not to mention that the updated GPT-4 (in March 2023)
admins) to experiment with ChatGPT in their online teaching exhibits “human-level performance on various professional
and learning environments. and academic benchmarks, including passing a simulated bar
exam with a score around the top 10% of test takers.” [18]
Keywords— ChatGPT, generative AI, Moodle, e-learning Plagiarism has been a daunting historical battle in schools, but
AI can significantly elevate the issue. However, our goals as
I. INTRODUCTION educators should focus on teaching students how to use
The student–faculty ratio is dividing the number of technology ethically and effectively, instead of preventing
students by the number of teachers in the same institution. One them from using technology to cheat or take shortcuts.
undeniable pressure and deficit in our higher education system Due in part to the ongoing debate surrounding AI ethics
currently is the large student-faculty ratio [1]. It has and the short time since ChatGPT’s launch, there is currently
significantly reduced the amount of guidance and supervision no literature available on how to integrate and use ChatGPT
given by teachers to individual students. As a result, we have in learning management systems (LMS) such as Moodle.
the increasing student disengagement, ineffective learning, Given the significant role and global popularity of Moodle as
and dropout rate [2]. Chatbots were introduced into the higher LMS to support teaching and learning in higher education, it
education sector as one promising solution and became widely is essential to experiment with the possibilities and provide
used since 2018 [3]. A chatbot is a computer program that timely guidance to administrators, teachers, and students
simulates and processes written or spoken human regarding adopting ChatGPT in higher education institutions.
conversation. Some Chatbots that were reported in education
settings included Lola, CourseQ, CEUBot, Differ, LTKABot, This article provides a starting point by reporting a
FAQs Chatbot, LISA, Syllabus Chatbot, LibBot, UCM3 practical in-depth case study in which ChatGPT was
Library chatbot, and FITEBot [4]. However, technologies of implemented and explored on a Moodle instance accessible at
chatbots in education may be in the Innovation Trigger phase, https://researchic.com, which is a web platform that supports
where many expectations are placed on the technology, but the university students and researchers to host and attend online
practical in-depth experience is still largely lacking [5] journal clubs. The article has three main objectives. Firstly, it
aims to inform Moodle system administrators on the higher
Chatbot technologies continue to evolve rapidly. On education level about the necessary steps to integrate
November 30, 2022, ChatGPT, an artificial intelligence (AI) ChatGPT, encouraging further experimentation. Secondly, it
chatbot developed by OpenAI, was launched. Instantly, it proposes a list of use cases that can help predict user prompts
attracted one million subscribers in one week [6] and became and improve the quality of feedback provided by ChatGPT in
the most widely discussed technology in the world. In only the context of Moodle. Finally, it aims to inspire further
two months, ChatGPT hit 100 million monthly active users intelligent applications of ChatGPT in Moodle.
(MAU), when TikTok achieved this user base in 9 months and
Instagram in 30 months [7]. As of now, ChatGPT is

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 II. CAPABILITIES OF CHATGPT capability, it can provide feedback not as a one-time offering
The human-ChatGPT interaction is a continuous series of but as feedback dialogues, which has been shown to stimulate
operations that rely on human “Prompts” and machine students’ reflective thinking [23].
“Feedback”. Clarifying the capabilities of this tool, such as C. Analytical Capability
remembering aspects, supportive communication, follow-up
The era of AI, or cognitive technologies, is known as
corrections [11], can help end-users better understand how to
Analytics 4.0, following Analytics 1.0 - the era of artisanal
and where to apply the tool. In this article, I would like to
descriptive analytics, Analytics 2.0 - the era of big data
focus and reflect on the following five capabilities of
analytics, and Analytics 3.0 - the era of data economy
ChatGPT, which are relevant to the education and training
analytics [24]. Machine learning (ML) is a subset of AI that
sectors.
employs algorithms and statistical models to enable machines
A. Contextual Conversing Capability to learn from data without explicit programming. ML is the
Contextual conversing refers to its ability to provide an backbone of many AI approaches and is analytical at its core.
interactive conversing experience that keeps students engaged Large language models (LLMs) are a specific type of ML
and motivated. It can understand the context of a conversation model designed to generate human-like text by predicting the
and respond accordingly, taking into account factors such as likelihood of a sequence of words given a certain input.
the student's previous questions, the topic being discussed, and ChatGPT benefits mainly from LLMs that train huge neural
the student's level of understanding. This ability to understand network models with large-scale data using language models.
and respond to context is critical for providing effective Since its focus is on natural language and it is trained on a
feedback and personalized support to students in a learning massive amount of text data, it is not surprising to find that its
management system. current mathematical abilities are significantly below those of
an average mathematics graduate student [25], or it provides
Classroom dialogues between teachers and students, as incorrect answers to math or logic problems, which have
well as among students, significantly contribute to intellectual definite, instead of probabilistic, solutions [26].
development and educational attainment [19]. The increasing
attention given to classroom talks is due to the growing D. Adaptive Tutoring Capability
popularity of sociocultural theory and research, which “treat Intelligent adaptive tutoring environments should take into
communication, thinking, and learning as processes shaped by account cognitive, metacognitive, and affective factors about
culture, whereby knowledge is shared and understandings are the student before making teaching decisions [27]. ChatGPT
jointly constructed” (p.3). Paulo Freire, together with Ira Shor, is an example of such an environment that can adapt to the
developed the theory of dialogic pedagogy and recommended individuality of each user who sends prompts, satisfying all
that the theory should be considered an epistemological three factors. As mentioned, it can adjust its responses based
position, which approaches knowing as a social activity on the user’s previous questions, the topic being discussed,
instead of an individual activity [20]. Therefore, ChatGPT’s and the user’s level of understanding. For instance, if a student
conversational capability enables it to not only play an asks a question about an unfamiliar topic, it can provide a
intermediate role but also act as an independent agent to simple and clear explanation to help them understand.
engage in classroom dialogues with learners and teachers. Conversely, if a student asks a more advanced question, it can
What is more impressive is that the conversation with active provide a more detailed and nuanced response. Moreover, a
users within a certain classroom context further become student can ask to raise or lower the difficulty of responses to
training data for ChatGPT, which allows it to grow accuracy their prompts. These abilities are incorporated in the tool as
and sensitivity in conversations by gaining a higher level of adaptive help scaffolds that can teach students how to
context-specific knowledge. effectively seek and utilize help and foster a positive attitude
towards seeking help in general [28]. Scaffolds fill knowledge
B. Feedback Capability gaps and reduce cognitive load, enabling learners to pay
ChatGPT can provide feedback that is both reflective and attention to their learning styles and preferences. As a result,
diagnostic, helping students to understand not only what they the possibility of becoming mentally frustrated or stressed
did wrong, but why it was wrong and how they can improve during the learning process is greatly reduced, ultimately
in the future. This type of feedback can be especially helpful leading to better learning outcomes.
for students who are struggling with a particular concept or
skill, as it can help them to identify and address the root cause E. Multilingual Capability
of the problem. ChatGPT’s multilingual capability can make it easier for
students and educators to communicate across different
Feedback plays an integral part in the educational process languages and cultures, opening up new opportunities for
by comparing learner performance to educational goals with global learning and collaboration. Its cross-lingual
the aim of helping them achieve or exceed such goals [21]. summarization (CLS) performance, which is to provide a
Feedback is given in the context of assessment, either target-language (e.g., Chinese) summary for a lengthy
formative or summative, often after students’ attempts in these document in a different source of language (e.g., English), was
activities. Feedback can be verification or elaboration type, tested and the result showed that the tool originally prefers to
with the former identifying correct/incorrect responses and the produce lengthy summaries with more detailed information
latter further explaining why responses are correct or incorrect but with the help of an interactive prompt, it can balance
[22]. However, providing elaboration feedback often between informativeness and conciseness, and significantly
sacrifices timeliness, while providing verification feedback improve its CLS performance [29]. One obvious implication
lacks tailored insight. With proper assessment design, of this capability is that it can help international students more
ChatGPT can potentially offer a balanced middle ground, efficiently understand instructional materials written in
where students can receive both verification and elaboration foreign languages.
feedback spontaneously. When combined with conversational
 Many e-learning experts will consensus on taking the After completing these steps and saving all changes,
evolution of the technologies used for teaching and learning ChatGPT will be integrated into your Moodle system and
into consideration when defining e-learning as a concept [30]. available for use by your students and instructors.
The multilingual capability of ChatGPT when applied to e-
learning can potentially reform further research and practice IV. POTENTIAL USE CASES OF CHATGPT IN MOODLE
on the topic of learner diversity and inclusion. This topic is a A. Act as User Manual for the System
central focus of Sustainable Development Goal 4 [31] and has
received much attention in higher education. However, when One potential use case is to request guidance on specific
comparing e-learning and traditional learning, there is little operations that a user wants to achieve on the platform. For
evidence to suggest that e-learning is any more welcoming of example, a user might send the same prompt in English and
diversity and inclusiveness [32]. A recent review of 87 Japanese asking for guidance on how to add a video to a
inclusive virtual education (VLE) studies found that 42.7% of course, as shown in the following screenshot (Fig. 2).
them addressed IVE educational designs for human Although the prompt does not provide any context about
differences such as age, race, religion, gender, ethnicity, Moodle, the bot is able to understand it and provide the correct
culture, and social status [33]. Recognizing and characterizing instructions for adding a video to a course in the Moodle
student heterogeneity in more and more online courses offered environment.
to an international audience becomes a necessary mechanism
to develop educational designs that help students meet their
needs and reach their potential.
III. INTEGRATING CHATGPT IN MOODLE
A. Install the Plugin
The easiest way to install ChatGPT on Moodle is by
installing the “OpenAI Chat Block” plugin
(https://moodle.org/plugins/block_openai_chat), which was
developed and is maintained by Bryce Yoder. Once installed
on your Moodle, the plugin will enable you to add a new block
called “OpenAI Chat” to the site’s block drawer.
B. Obtain the OpenAI API Key
To use the plugin, you need to obtain an OpenAI API key.
Visit https://platform.openai.com and sign up for a new
Fig. 2. User case 1: consulting how to use the system.
account to get the key. To view your API keys, log in to the
system and click on your account. From the dropdown list, To tailor feedback more closely to your Moodle system,
select “View API keys”. Clicking “Create new secret key” which likely already has a deck of previously developed user
will generate an OpenAI API key. You can then copy and manuals, you can add more Q&A sets to the “Source of truth”
paste this key into your Moodle site. field. In the case of ResearchIC, some user manuals are
C. Contextualize the Bot available in the system in the form of forum posts:
When configuring the OpenAI Chat Block on your https://researchic.com/course/view.php?id=28.
Moodle, it’s important to feed some questions and answers I added a Q&A set as follows:
into the “Source of truth” field as the process of supervised
training (Fig. 1). This trains the chatbot in the context of your Q: How do I embed a YouTube video on the event page?
LMS. In this case, a set of 23 questions and answers A: It’s easy! We have created a list of user tutorials at
(https://t.ly/vOZHh) was used to train the chatbot for https://researchic.com/course/view.php?id=28. Depending on
ResearchIC.com, a platform for hosting and joining Online your user role, you can search for answers in one of the three
Journal Club (OJC) events. As a result, when users ask forums on the page. If you can’t find the answer you’re
questions using the ChatGPT window on ResearchIC.com, looking for, please email us at [email protected].
they will receive answers that are contextualized to the
platform, unless they specify otherwise. If you provide the prompt “How to embed a video on my
OJC”, it will give a more customized answer based on the
information you input into its “Source of truth” (Fig. 3). The
answer may not use the same words as your input in the Q&A
set, but it will be rephrased in a new way.
Feeding only one question from the user manual into
ChatGPT cannot ensure the accuracy of other unlisted
questions. To address this issue, it is recommended to list
other frequently asked questions. I suggest leaving the Moodle
system-related user manual to the official Moodle
documentation and asking users to add the context of Moodle
to their prompts when consulting about how to use Moodle.
Fig. 1. “Source of truth” to provide supervised training to your ChatGPT in However, if there are any special functions that are not well
Moodle. documented by the Moodle community, you can add them as
a Q&A set to the “Source of truth.”
Identify applicable funding agency here. If none, delete this text box.
 https://chat.openai.com/chat and prompt “provide a
mathematical question and answer it.”
I have previously mentioned the context sensitivity of
ChatGPT. The following statement still surprised me the first
time I saw it after prompting a mathematical statement such
as “sin(8)” to ResearchIC’s ChatGTP (Fig. 5). It instantly
reminded me of the context and attempted to bring me back to
it. This is because I had mainly input Moodle support type of
Q&A sets into the “Source of truth” thus far. If the dominant
type of Q&A sets is related to mathematics, I expect the
reminder message to be quite distinct from the current one.

Fig. 3. User case 2: improved performance.

B. Prompt for Information

When students interact with a given material, such as a
PDF file in the following example of a PDF annotation
activity on ResearchIC (Fig. 4), they may encounter difficult
terminologies that require prompt explanation. ChatGPT can
act like a dictionary or Wikipedia to offer explanations for
concepts and terms so that students can focus on the overall
meaning presented in the materials.
Teachers can also encourage students to paste the GPT
generated responses to a public thread in forums. This way,
other students will not need to repeat the operation of
consulting when they face the same mental block while
reading. It provides an opportunity for other students to build
upon what is made available and reach out to search for more Fig. 5. User case 4: calculations on numerical data.
extended meaning. This action transforms human-agent
interaction into human-human interaction and extends the D. Interpret Data Analysis Results
engagement lifespan of one operation. ChatGPT can be used to interpret data analysis results. For
instance, when students are reading an educational journal
Prompt and feedback in the screenshot: article on survey design (Fig. 6), they may face difficulties in
Q: Define readiness. understanding statistical results. It can act as a virtual tutor and
provide explanations for these results, which can help students
A: Readiness is the ability to take action or respond to a comprehend the underlying concepts better and enhance their
situation. It can refer to physical, mental, emotional, or scientific literature reading competencies.
educational preparedness for a task or activity. For example,
in education science readiness could refer to having the Prompt and feedback in the screenshot:
necessary skills and knowledge required for successful Q: Can you explain this statistical statement for me?
learning outcomes. feedback—vicarious, r = .85; feedback—experimentation, r =
.74; and vicarious—experimentation, r = .77, ps < .001).
A: Certainly! This statistical statement is reporting the
correlation coefficients (r values) between three different
types of feedback: vicarious, experimentation, and a
combination of both. The r value measures the strength and
direction of the relationship between two variables, with
values ranging from -1 to 1. In this case, all three correlations
are positive and statistically significant (ps < .001), indicating
Fig. 4. User case 3: prompt for information. that there is a strong relationship between each type of
feedback. Specifically, there is a very strong positive
C. Calculations on Numerical Data correlation between vicarious and feedback (r = .85), a strong
To enable ChatGPT’s mathematical calculation capability positive correlation between experimentation and feedback (r
on Moodle, you need to input at least one mathematical
calculation Q&A set into the “Source of truth.” Otherwise,
your LMS’s ChatGPT will return incorrect answers
consistently. Generating Q&A is not necessary; simply visit
= .74), and a moderately strong positive correlation between Prompt used in the screenshot:
vicarious and experimentation (r = .77).
Q: I would like to test students about descriptive statistics.
I have a PDF file with teaching content. What is the best type
of activities to use in Moodle to engage students online?
G. Emotional Support
ChatGPT can provide emotional support to students who
may be struggling with stress, anxiety, loneliness, or other
mental health issues when they use Moodle (Fig. 9). By
offering a safe and confidential space for students to discuss
their feelings and concerns, it can help to promote a positive
and supportive learning environment. Additionally, it can
provide resources and referrals to students who may need
Fig. 6. User case 5: interpret data analysis results. additional support or assistance.

E. Generate Data for Educational Purposes Prompts used in the screenshots:

Teachers can use ChatGPT to generate new dataset as Q: I feel quite disengaged in this course. What can I do?
educational artefacts by using carefully written prompts (Fig.
Q: Can you tell me a joke to cheer me up?
7). This can support the process of preparing teaching content
on Moodle, especially in disciplines like statistics and
machine learning. Having access to large amounts of high-
quality data for practices or demonstration purposes is critical
for effective learning and practice in these fields.

Fig. 9. User case 8: emotional support.

H. Support Extended Learning

ChatGPT is an incredibly versatile tool that can be used
to support extended learning beyond the classroom. By
providing additional resources and opportunities for practice
and exploration, students have the chance to delve deeper
into the topics they are learning about. For example, it can
suggest possible sources online that students can visit for
Fig. 7. User case 6: generate data for educational purposes.
more learning materials, such as videos, articles, and
F. Support Course Design Activities interactive activities (Fig. 10). This means that students have
access to a wide range of materials that can support their
ChatGPT can support teachers in creating formative learning journey. However, it is also worth noting that the
assessment activities, such as quizzes and assignments, by accuracy of such suggestions is sometimes questionable.
using the learning objectives and outcomes of the course as Thus, teachers need to remind students of such a problem.
prompts (Fig. 8). It can also suggest ways to match a teacher’s
course content with different types of Moodle resources and Furthermore, it can provide personalized quizzes and
activities (e.g., files, forums, workshops, chats, and books) feedback to students, which can help them identify areas
that can engage students in various ways. where they excel and areas where they may need more
practice (Fig. 10). This individualized approach ensures that
students receive the support they need to succeed, while also
allowing them to explore and learn at their own pace.

Fig. 8. User case 7: support course design activities.

 quoted a research to support their argument; however, out of
five quoted studies, four are non-existing and for the only one
that exists, the authorship is wrongly placed. It is a good
example of using ChatGPT without a proper human
supervision and revision can spread unreal or inaccurate
information to the public.
Response time is an important factor that can influence the
user experience. If the chatbot takes too long to respond to user
queries, it can lead to frustration and a negative overall
experience. Users may also lose interest and motivation to
continue engaging with the chatbot if they have to wait too
long for a response. Therefore, it is important to ensure that
ChatGPT is able to respond to user queries in a timely and
helpful manner.
Fig. 10. User case 9: support extended learning. D. Demand of New E-Assessment
As ChatGPT becomes more integrated into educational
V. CHALLENGES IN SIGHT practices, it is possible that traditional assessment methods
Overall, ChatGPT offers many exciting possibilities for such as multiple choice tests may become less effective. This
enhancing teaching and learning activities in Moodle. By is because it has the potential to provide students with
understanding its capabilities and use cases, educators and personalized feedback and support that goes beyond simple
administrators can better integrate this tool into their LMS and question and answer formats. Therefore, educators may need
provide a more effective and personalized learning experience to develop new e-assessment methods that are better suited to
for students. Meanwhile, students can utilize it as a study the capabilities of AI technologies. These could include more
companion to enhance their understanding of the material complex problem-solving tasks, essay-based assessments, or
covered in class, provide additional practices, help them interactive simulations that allow students to apply their
prepare for exams, create shared notes and insights, and knowledge in a more realistic context. By embracing new e-
support extended learning outside of the course curriculum. assessment methods, educators can help to ensure that
However, we cannot overlook some important challenges, students are able to fully benefit from the capabilities of AI
which will be discussed as follows. technologies in their learning journey.
A. Copyright Issues E. Need of Training for Teachers and Students
One of the challenges of its implementation in LMS is the Many educators and educational institutions may not have
issue of copyright [34]. The use of ChatGPT may raise the knowledge or expertise to effectively integrate new
questions about intellectual property rights and ownership of technologies into their teaching [35]. It is important to provide
the content produced by the chatbot. For example, if it is used training for faculty and students to ensure that they can
to generate content for a course, who owns the copyright for effectively use the chatbot. This can include providing
that content? Additionally, there may be concerns about the resources such as user manuals and training sessions, as well
use of copyrighted materials within the chatbot’s responses. as having dedicated support staff available to assist with any
issues or questions.
B. Over Dependency
Students may rely too heavily on ChatGPT for help, which F. User Privacy and Data Security
could ultimately hinder their learning process such as having ChatGPT relies on machine learning algorithms that
negative impact on the development of their critical thinking require access to large amounts of data in order to improve
and problem-solving skills [34]. Therefore, it is important to their performance. When a vast amount of user data is
provide guidance to students on how to use it effectively and involved, discussions of user privacy and data security
in conjunction with other learning resources. Teachers can become paramount [15], [36], [37]. As a result, there is a risk
also encourage students to seek help from their peers and that the data collected, stored, and analyzed may be misused
instructors, in addition to using ChatGPT. By promoting a or stolen. Additionally, there may be concerns about the user
balanced approach to learning, students can benefit from the privacy and data security of students regarding their personal
advantages of this AI tool without becoming overly reliant on data of grades, performance, and bibliographic information.
it.
VI. CONCLUSION
C. Feedback Accuracy and Response Time
The integration and usage of ChatGPT in Moodle offers a
ChatGPT, while a powerful tool, is not immune to range of exciting possibilities for enhancing teaching and
inaccuracies, and there may be instances where the feedback learning activities. It can provide personalized and adaptive
provided is not entirely correct. For instance, the pre-print by feedback to students, act as a virtual tutor, and support
Baidoo-Anu and Owusu Ansah [6] is a co-authored synthesis, extended learning beyond the classroom. Despite several
between the two authors and ChatGPT. Since its publication challenges associated with implementation, its potential
online on 27 January 2023 on SSRN.com, the pre-print has benefits are significant. As AI technologies continue to
been cited for 14 times by other scholars despite its obvious develop and evolve, it is likely that they will play an
deficits. The article summarized its five benefits in promoting increasingly important role in education, and ChatGPT
teaching and learning, which include personalized tutoring, represents an important step forward in this direction.
automated essay grading, language translation, interactive
learning, and adaptive learning. For each benefit, the authors
 Looking to the future, the OpenAI team emphasized in Eduwpcontentuploads202301Christian-Terwiesch-Chat-GTP-124 Pdf
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