# A ChatGPT-based approach for questions generation in higher education

arXiv: https://arxiv.org/abs/2507.21174 · HTML: https://mlsanity.com/paper/2507.21174/

## Key facts

- Cited by 2 papers in the map (data through 14 Oct 2026).
- Builds on 6 of its 19 references that are in the map.
- First posted on arXiv 26 Jul 2025.

## Builds on (most cited first, 6 of 6)

- [A Survey on Evaluation of Large Language Models](https://mlsanity.com/paper/2307.03109/) (2023)
- [Practical and Ethical Challenges of Large Language Models in Education: A Systematic Scoping Review](https://mlsanity.com/paper/2303.13379/) (2023)
- [A Survey of GPT-3 Family Large Language Models Including ChatGPT and GPT-4](https://mlsanity.com/paper/2310.12321/) (2023)
- [New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution](https://mlsanity.com/paper/2305.18303/) (2023)
- [Distractor generation for multiple-choice questions with predictive prompting and large language models](https://mlsanity.com/paper/2307.16338/) (2023)
- [ChatGPT v Bard v Bing v Claude 2 v Aria v human-expert. How good are AI chatbots at scientific writing?](https://mlsanity.com/paper/2309.08636/) (2023)

## Built on by (most cited first, 2 of 2)

- [Exploring the Application of Visual Question Answering (VQA) for Classroom Activity Monitoring](https://mlsanity.com/paper/2507.22369/) (2025)
- [Classroom Behavior Monitoring with YOLO An Empirical Study in Higher Education Settings](https://mlsanity.com/paper/2607.02580/) (2026)

## Abstract (arXiv)

Large language models have been widely applied in many aspects of real life, bringing significant efficiency to businesses and offering distinctive user experiences. In this paper, we focus on exploring the application of ChatGPT, a chatbot based on a large language model, to support higher educator in generating quiz questions and assessing learners. Specifically, we explore interactive prompting patterns to design an optimal AI-powered question bank creation process. The generated questions are evaluated through a "Blind test" survey sent to various stakeholders including lecturers and learners. Initial results at the Banking Academy of Vietnam are relatively promising, suggesting a potential direction to streamline the time and effort involved in assessing learners at higher education institutes.