The role of generative AI tools in shaping mechanical engineering education from an undergraduate perspective

• Published in: Scientific reports Vol. 15; no. 1; pp. 9214 - 14
• Main Authors: Akolekar, Harshal, Jhamnani, Piyush, Kumar, Vikash, Tailor, Vinay, Pote, Aditya, Meena, Ankit, Kumar, Kamal, Challa, Jagat Sesh, Kumar, Dhruv
• Format: Journal Article
• Language: English
• Published: London Nature Publishing Group UK 17.03.2025; Nature Publishing Group; Nature Portfolio
• Subjects: 639/166/988; 639/705/117; Chatbots; ChatGPT, Copilot, Gemini; Engineering education; Generative AI; Generative artificial intelligence; Humanities and Social Sciences; Learning; Mechanical engineering; multidisciplinary; Multiple choice; Problem solving; Science; Science (multidisciplinary); Mechanical engineering; ChatGPT, Copilot, Gemini; Generative AI
• ISSN: 2045-2322; 2045-2322
• DOI: 10.1038/s41598-025-93871-z

This study evaluates the effectiveness of three leading generative AI tools-ChatGPT, Gemini, and Copilot-in undergraduate mechanical engineering education using a mixed-methods approach. The performance of these tools was assessed on 800 questions spanning seven core subjects, covering multiple-choice, numerical, and theory-based formats. While all three AI tools demonstrated strong performance in theory-based questions, they struggled with numerical problem-solving, particularly in areas requiring deep conceptual understanding and complex calculations. Among them, Copilot achieved the highest accuracy (60.38%), followed by Gemini (57.13%) and ChatGPT (46.63%). To complement these findings, a survey of 172 students and interviews with 20 participants provided insights into user experiences, challenges, and perceptions of AI in academic settings. Thematic analysis revealed concerns regarding AI’s reliability in numerical tasks and its potential impact on students’ problem-solving abilities. Based on these results, this study offers strategic recommendations for integrating AI into mechanical engineering curricula, ensuring its responsible use to enhance learning without fostering dependency. Additionally, we propose instructional strategies to help educators adapt assessment methods in the era of AI-assisted learning. These findings contribute to the broader discussion on AI’s role in engineering education and its implications for future learning methodologies.