Gen AI: New virtual mentor for students facing major exams

It was a typical evening of revision with my eldest child, who was preparing for the Malaysian Certificate of Education (SPM) examinations.

Usually, I can help with questions related to Mathematics, Science, or History. But that night, my child handed me a question from the Form 4 Principles of Accounting – a field I had never studied, having pursued pure science during my school days.

I tried to deduce an answer based on my 18 years of working experience. However, unfamiliar terms like inventory turnover ratio, unearned commission, and current liabilities left me bewildered. Time was running out, and the assignment was due the next morning. I turned to the Internet to search for answers, but the results were far from helpful.

Then it struck me – why not ask ChatGPT or Copilot, just as I would for work, research, or academic matters? I chuckled at my own oversight and quickly typed out the full question, including the table and sub-questions, into the artificial intelligence (AI) platform.

The results were astonishing. Not only did ChatGPT provide accurate answers (which I verified against the answer key), but it also explained each solution step by step. I was in awe of how clearly and thoroughly the AI could provide explanations.

That moment led me to ponder: Why shouldn’t students, especially those facing major exams like the SPM, use generative AI tools such as ChatGPT as their guide, mentor, or even tutor?

AI as a new learning companion

One of the major challenges in our education system today is that students are falling behind in key subjects – especially STEM-related areas, as well as accounting, the English language, and others. These struggles often stem from factors such as low motivation, an unconducive learning environment, lack of support, weak foundational knowledge (particularly in Mathematics from primary school), and limited access to extra classes or tutoring.

Parents who can afford it often invest in private tuition to ensure their children receive the best academic support. However, tuition fees are costly – monthly fees for four core SPM subjects at private centres can range from RM180 to over RM1,000.

This is where technology offers a sustainable alternative. Thanks to advances in generative AI, virtual tutors have now become a reality. Tools like ChatGPT allow students to interact using natural language, answering questions from the simplest to the most complex.

Unlike human tutors, who may only be available at specific times, AI is accessible 24/7 – completely free, with just a device and a stable Internet connection. In effect, generative AI helps bridge the educational divide, offering access to knowledge regardless of socioeconomic background.

Customised learning experiences

Another significant advantage of AI is its ability to tailor explanations to a student’s level of understanding. For example, students can ask AI to explain the concept of “democracy” from a Form 5 History textbook, and if they still don’t understand, they can request a version suitable for a 10-year-old. AI then uses simpler examples and analogies to break down complex ideas.

In Mathematics, generative AI can demonstrate step-by-step solutions for difficult problems such as linear equations or algebra. For accounting, it can explain technical terms using tables or real-world scenarios. Science concepts like Newton’s or Boyle’s laws can also be illustrated using visual aids or relatable analogies.

For fact-based subjects like History and Geography, AI can summarise lengthy topics into key points and even generate quizzes to reinforce knowledge. In languages such as Bahasa Melayu or English, AI can serve as a writing tutor – correcting grammar, offering vocabulary suggestions, and improving essay structure.

In line with 21st-century learning theories

Using AI in education aligns with modern learning theories. For instance, constructivism encourages students to discover knowledge actively. AI supports this by acting as a dialogic partner that responds, guides, and refines understanding based on the student’s engagement.

Similarly, Vygotsky’s Zone of Proximal Development (ZPD) theory emphasises the importance of scaffolding – providing just the right amount of help when students face difficult tasks. AI serves this role effectively, allowing learners to progress at their own pace and capacity.

AI complements, not replaces, teachers

Despite its immense potential, generative AI is not a replacement for teachers or physical tuition. Human interaction remains vital for emotional bonding, social skills development, and direct monitoring of progress. AI is best seen as a complementary tool – supporting students outside the classroom, especially during self-study hours.

It is also important to note that AI is not perfect. Occasionally, it provides inaccurate or contextually irrelevant information. Thus, the role of teachers and parents remains crucial in guiding students on how to use AI critically and responsibly.

In this increasingly digital age, students must not only be academically literate but also digitally literate. This includes skills such as crafting effective prompts for AI, verifying information against trusted sources like textbooks, and using AI ethically.

Students should be reminded not to misuse AI for dishonest shortcuts when completing assignments. Instead, they should use it as a study companion, a revision tool, and a learning assistant. When used wisely, ChatGPT and similar tools can be loyal allies in education – not threats to it.

The rise of generative AI such as ChatGPT is opening new frontiers in education. It goes beyond merely answering questions – it helps students understand, explore, and master concepts at their own pace.

In this digital era, AI is more than just a tool – it can be a learning partner that empowers students, builds their confidence, and supports their academic journey, as long as it is used wisely, ethically, and under the guidance of parents and educators.

Dr Ahmad Wiraputra Selamat is a senior lecturer at the Faculty of Computing and Meta-Technology, Universiti Pendidikan Sultan Idris (UPSI).

The views expressed here are the personal opinion of the writer and do not necessarily represent that of Twentytwo13.