Asm1 Nguyennhukhanh Gch210946 02292024

Higher Nationals - Summative Assignment Feedback Form
Student Name/ID NGUYEN NHU KHANH / GCH210946
Unit Title Unit 6 – Managing a Successful Computing Project

Assignment Number 1 Assessor NGUYEN THE LAM TUNG
29/02/2024 Date Received 29/02/2024
Submission Date
1st submission
Date Received 2nd
Re-submission Date
submission
Assessor Feedback:
*Please note that constructive and useful feedback should allow students to understand:
a) Strengths of performance
b) Limitations of performance
c) Any improvements needed in future assessments
Feedback should be against the learning outcomes and assessment criteria to help students understand how these
inform the process of judging the overall grade.
Feedback should give full guidance to the students on how they have met the learning outcomes and
assessment criteria.
Grade: Assessor Signature: Date:
Resubmission Feedback:
*Please note resubmission feedback is focussed only on the resubmitted work
Grade: Assessor Signature: Date:
Internal Verifier’s Comments:
Signature & Date: Khanh
* Please note that grade decisions are provisional. They are only confirmed once internal and
external moderation has taken place and grades decisions have been agreed at the
assessment.
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Table of Contents
List of Figures: ............................................................................................................................................... 3
List of Tables .................................................................................................................................................. 4
1. Introduction: ........................................................................................................................................... 5
1.1. Project “GPT Robot Supports Teaching”:...................................................................................... 5
1.2. IoT: ................................................................................................................................................. 6
1.3. Big Data:....................................................................................................................................... 10
1.4. Business potential: ........................................................................................................................ 11
2. Project initialization: ............................................................................................................................ 13
2.1. Main aim of the project: ............................................................................................................... 13
2.2. Analyze project development goals: ............................................................................................ 13
2.2.1. Specific: ................................................................................................................................ 13
2.2.2. Measurable: .......................................................................................................................... 15
2.2.3. Achievable: ........................................................................................................................... 15
2.2.4. Relevant: ............................................................................................................................... 16
2.2.5. Time-bound: ......................................................................................................................... 17
3. Project Management Plan:.................................................................................................................... 17
3.1. Scope: ........................................................................................................................................... 17
3.2. Time: ............................................................................................................................................ 18
3.3. Communication: ........................................................................................................................... 18
3.4. Risks: ............................................................................................................................................ 19
3.5. Resources: .................................................................................................................................... 21
3.6. Cost estimation: ............................................................................................................................ 23
4. Chart: .................................................................................................................................................... 24
4.1. WBS: ............................................................................................................................................ 24
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4.2. Gantt: ............................................................................................................................................ 26
5. Research: .............................................................................................................................................. 27
5.1. Primary Research: ........................................................................................................................ 27
5.2. List of interview questions: .......................................................................................................... 28
5.3. Summary of Interview: ................................................................................................................. 31
5.4. List of survey questions:............................................................................................................... 32
5.5. Summary of Survey: ..................................................................................................................... 36
5.6. Evaluation of interview and survey: ............................................................................................. 36
6. Secondary Research: ............................................................................................................................ 37
6.1. Overview: ..................................................................................................................................... 37
6.2. List of Articles / Books and Other Internet Source: ..................................................................... 38
6.2.1. Book: .................................................................................................................................... 38
6.2.2. Articles: ................................................................................................................................ 39
6.3. Summarize Books/Articles: .......................................................................................................... 40
Bibliography ................................................................................................................................................. 40
List of Figures:
Figure 1: GPT Robot Support Teaching......................................................................................................... 5
Figure 2: ChatGPT 4.0 ................................................................................................................................... 6
Figure 3: Visual Sensor. ................................................................................................................................. 7
Figure 4: Sound Sensor and Recording. ......................................................................................................... 7
Figure 5: Optical Sensor. ................................................................................................................................ 8
Figure 6: Temperatue and Humidity. ............................................................................................................. 9
Figure 7: Position Sensor. ............................................................................................................................ 10
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Figure 8: Touch Sensor in robot GPT. ......................................................................................................... 10
Figure 9: WBS .............................................................................................................................................. 24
Figure 10: Survey question 1........................................................................................................................ 33
Figure 19: Survey question 10...................................................................................................................... 36
List of Tables
Table 1: Time table for implementing phases. ............................................................................................. 18
Table 2: Communication summary table ..................................................................................................... 19
Table 3: Risk and Action .............................................................................................................................. 20
Table 4: Human Resources........................................................................................................................... 21
Table 5: Tools Resources ............................................................................................................................. 22
Table 6: Cost for Human .............................................................................................................................. 23
Table 7: Cost for Tools ................................................................................................................................. 24
Table 8: Gantt chart ...................................................................................................................................... 26
Table 9: Advantages and disadvantages of Secondary Research ................................................................. 38
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1. Introduction:
1.1. Project “GPT Robot Supports Teaching”:
The use of technology into education has become critical for enhancing the learning process in this
ever-changing profession. The GPT Robot, a cutting-edge gadget designed to change teaching
methods, is one such groundbreaking breakthrough. This program integrates artificial intelligence
with education to provide a useful and engaging environment for both instructors and students.
The GPT Robot offers potential as a solution to the changing demands of the modern educational
environment, as traditional classrooms encounter new challenges. This effort, which is powered by
cutting-edge GPT technology, envisions a future in which education is more accessible, adaptive,
and personalized for a broader spectrum of pupils.
This study provides a full assessment of the GPT Robot's function in aiding with instruction,
including its characteristics, capabilities, and potential consequences on the educational paradigm.
The GPT Robot, with its capacity to give real-time help and personalized learning experiences, has
the potential to totally transform traditional teaching methodologies. Join us on a journey into the
bleeding edge of artificial intelligence and education, as we uncover the GPT Robot's potential to
affect education moving ahead.
The technology I propose in this study is called " GPT Robot Supports Teaching."
Figure 1: GPT Robot Support Teaching
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1.2. IoT:
• GPT-4.0 Conversation Platform:
The platform uses a multimedia model capable of taking text or image input and producing text
output, trained on diverse data from multiple sources, including educational data. sex. To ensure
message accuracy, objectivity and security, GPT-4.0 Conversation Platform uses secure and
adaptive techniques. Finally, the GPT robot sends that answer or content back to the user and can
collect feedback from them for future quality improvements.
The platform employs a multimedia model that was trained on a wide range of data from many
sources, including educational data, and can generate text output from text or image input. sex.
Using secure and adaptive methodologies, the GPT-4.0 Conversation Platform ensures message
accuracy, objectivity, and security. Finally, the user receives the response or material from the
GPT robot, which also collects user comments for any future quality improvements.
Figure 2: ChatGPT 4.0
• Visual Sensor:
Visual sensors are essential to the "GPT Robot Support Teaching" system because they allow for
user contact, offer information about the environment, and help in the learning process. This sensor
allows the robot to communicate naturally and efficiently with its environment by recognizing and
interpreting the user's face, attitudes, gestures, and actions. It also includes virtual reality
technology, allows for interactive learning activities, and provides visual feedback to enhance
learning. To summarize, optical sensors play an important role in increasing the quality of
education for both teachers and students.
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Figure 3: Visual Sensor.
• Sound Sensor and Recording:
The sound sensor and recording capability of the "GPT Robot Support Teaching" system are
critical for collecting sound data from the environment and interacting with the user. The robot's
sensor allows it to record conversations, detect voices, and respond vocally. It may also detect
environmental factors like as noise and frequency to improve the user experience.
Figure 4: Sound Sensor and Recording.
• Mobile and Optical Sensor:
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The technique of integrating mobile and optical sensors in robots, together with the GPT model,
opens up a wide range of application options. Optical sensors, like as cameras, offer visual input,
which GPT may parse to recognize things and understand spoken languages. When combined with
portable sensors such as GPS, robots can plan and navigate routes. Furthermore, the GPT paradigm
improves robots' ability to learn and adapt, allowing them to do sophisticated tasks and interact
with humans in productive ways. Furthermore, GPT helps in error identification and diagnostics,
which aids in maintenance and troubleshooting, as well as teaching and imparting knowledge to
robots. Together, these components form a versatile and intelligent robotic system.
Figure 5: Optical Sensor.
• Temperature and Humidity Sensor:
Robots equipped with temperature and humidity sensors are critical for environmental data
collection. When integrated with the GPT model, they provide an intelligent system capable of
flexible learning and decision-making. This sensor allows the robot to alter its behavior
automatically in response to weather conditions while also supporting it in recognizing changes in
its surroundings. The GPT model integrates meteorological data from a variety of data sources,
assisting the robot in understanding the complex correlations between temperature, humidity, and
its actions. Overall, integrating temperature and humidity sensors with GPT provides robots with
remarkable performance in a wide range of environments as well as adjustable reaction
capabilities.
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Figure 6: Temperatue and Humidity.
• Position Sensor:
A robot's position sensor is critical for identifying its movement direction and location in its
surroundings. When position sensors are used with the GPT model, they significantly improve the
robot's learning process. The robot can accurately position and navigate itself using sensor data,
learning location and movement patterns via experience. The GPT model enables location-based
decision-making, which assists the robot's path modification and intelligent movement planning.
When data from many sensor kinds are combined, the robot can generate a complete picture of its
environment. Overall, the combination of position sensors and GPT models produces a robotic
system that is extremely flexible, intelligent, and capable of learning in a range of environments.
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Figure 7: Position Sensor.
• Touch Sensor:
When paired with the GPT model, touch sensors in robots offer a plethora of learning
opportunities. This sensor detects touch and pressure, allowing the robot to interact with its
physical environment. The GPT model improves the processing of touch sensor input, resulting in
a more realistic and organic learning environment. In addition to assisting with actual educational
activities, touch sensors can mimic crashes and teach robots prudence.
Furthermore, data from touch sensors may be utilized to generate intelligent feedback on how the
robot interacts with its environment. The integration of touch sensors with GPT modeling provides
an enhanced learning environment by allowing for human-robot contact and the ability to learn via
hands-on experience. This enables the development of robots capable of deep and adaptive
learning in interactive learning environments.
Figure 8: Touch Sensor in robot GPT.
1.3. Big Data:

• Volume(Amount of Data):
Leverage large volumes of data from teacher-student interactions, as well as data from IoT
devices, to analyze trends and understand educational needs.
Use Big Data technology to efficiently store and manage big data, while ensuring flexible
scalability to endure growth in data volumes.
• Velocity(Data Rate):
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Make sure the chatbot has the ability to update quickly to provide immediate feedback to teachers
and students.
Optimize processing speed and data movement, especially when working with real-time data from
IoT devices.
• Variety(Diversity Data):
Process diverse data from multiple sources, including instructional content, chatbot interactions,
and data from IoT devices.
Ensure compatibility between different types of data to create a comprehensive view of the
teaching and learning experience.
• Veracity(Data Accuracy):
Establish data quality control processes to ensure the accuracy and reliability of information
collected from chatbots and IoT.
Integrate technology to automatically check and verify data accuracy on an ongoing basis.
• Value(Data Value):
Focus on converting data into real value, such as improving teaching experiences, personalized
academic advising, and effective management of educational resources.
Use data to measure and evaluate added value for both teachers and students, and adjust project
strategies to maximize benefits.
1.4. Business potential:

There are various serious challenges in education and training today. Technological improvements raise
the dilemma of how to best incorporate them into the teaching process, while equipment and talent
disparities result in educational gaps. Future skill needs are rapidly changing, yet the educational system is
struggling to keep up with existing curricula. uneven access to schooling across geographical areas results
in uneven learning opportunities. Evaluation systems and student pressure place an emphasis on
knowledge acquisition rather than skill development. Learning becomes difficult when linguistic and
cultural diversity are not preserved. Maintaining and hiring high-quality instructors is tough, as is
providing ongoing training assistance to teachers.
The merging of teachers with information technology, particularly the use of GPT Robots, has enormous
promise for breakthroughs in modern education. With its comprehensive knowledge of several disciplines
and capacity to read normal language, the GPT robot not only increases learning but also reduces
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instructors' burden. Robot personalization characteristics improve the process of knowledge and skill
transmission by taking into account linguistic and cultural differences.
It is expected that the " Robot GPT Support Teaching" application would spread across the high school
community, providing major benefits to educators and students alike.
GPT Assistance for Educators Robot decreases their workload by providing a range of credible
information sources, allowing workers to focus on more entertaining and creative tasks. in instruction.
Certain repetitive tasks can be mechanized by robots, saving teachers time and energy while boosting the
quality of their teaching materials.
Engaging with the GPT Robot is designed to present students with a unique educational experience.
Personalization elements help to provide a flexible and appropriate learning environment by tailoring
educational materials to each student's unique needs and traits. Incorporating technology into the
classroom increases children's interest and passion about learning new things.
Additionally, this paradigm has the potential to improve educational fairness by guaranteeing that all
students, regardless of location or finances, have access to a wide range of high-quality information. This
might be a significant advancement in the direction of developing an educational setting that represents
the equality and variety of the modern society.
A significant amount of resources is required to accomplish the "Robot GPT Support Teaching" project,
which comprises critical components like as machine learning, data processing and collection, hardware
and software, testing, and evaluation. A high-quality GPT robot is expensive to construct because it
requires a team of specialists and cutting-edge technology to provide efficient communication and
learning.
Even if this project is costly, it is critical to see it favorably since, in addition to its immediate benefits, it
offers good opportunities to increase educational standards and develop new commercial prospects. A
important advance in the field of education. Investing in education is regarded as a critical first step in
influencing its future.
Educational non-governmental organizations (NGOs) entrusted with providing high-quality education and
shaping the nation's future will recognize that investing in "GPT Support Teaching Robots" entails more
than simply enhancing productivity. Productivity increases now, but it also provides long-term benefits in
terms of labor force and knowledge.
Employing cutting-edge technology, such as the GPT robot, allows teachers to focus on the interactive
teaching process and develops an engaged learning environment, while also giving students with
opportunities to improve their comprehension and adaptability. pole. This not only helps to raise the
caliber of education, but it also creates an environment that is conducive to students' general growth.
Nonprofit organizations working in the subject of education

By sponsoring this program, we will be able to develop generations of artificial intelligence and highly
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skilled human resources who will define the future. This is a strategy plan to increase global
competitiveness and foster a creative and knowledgeable society, as well as a dedication to education.
2. Project initialization:
2.1. Main aim of the project:
The main goal of my research is to use GPT-powered robots to improve the educational process. Some
key goals may include: improving the learning experience, adapting education, enhancing language
acquisition and adaptive curriculum design, assessing and providing feedback, ensuring technology
accessible and useful, among many other goals.
The "Robot GPT Support Teaching" initiative in Vietnam's education system aims to improve teaching
quality and optimize the learning process. We have a fantastic opportunity to revolutionize the way we
teach and learn because to the rapid growth of artificial intelligence and technology. This effort stresses
self-study skills, inventive thinking, and equal opportunities for all students, in addition to creating a
diverse and interactive learning environment. We want to raise the standard for Vietnamese education by
integrating robots and artificial intelligence to meet the requirements of the modern world while also
supporting students' complete development in a cutting-edge, engaging learning environment.
There are many compelling reasons to propose the main goal of such a project. In recent years, the
development of science and technology. Even virtual reality has been introduced and developed with
everyday life. Or for a very typical reason, the Covid-19 pandemic has increased the pressure on teachers,
especially in the transition to online learning. GPT Robot can reduce the burden on teachers by providing
reliable information and support during the teaching process. With remote interaction capabilities, GPT
Robot can create an interactive learning environment for students without the need for physical presence.
This is especially important in the context of socialization and social distancing measures.
2.2. Analyze project development goals:

2.2.1. Specific:
Vietnam's "GPT Support Teaching Robot" initiative aims to improve educational quality and streamline
the learning process. The main goal of the project is to improve the educational process by encouraging
curiosity and learning via increased student-robot interaction. The effort aims to help students become
effective self-learners, aid instructors in their work, and prepare them for the upcoming industrial
revolution. The effort is also anticipated to reach all audiences, provide an equal learning environment,
and effectively integrate technology into the teaching and learning process. This fosters children's overall
growth in a cutting-edge, interactive classroom.
The "Robot GPT Support Teaching" program in Vietnam requires a wide spectrum of professional
involvement. The GPT model will be created using artificial intelligence and machine learning, and
expertise in robotics and control engineering will help build interactive robots. Education experts will
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create the curriculum and instructional methodologies, while educational technology professionals will
manage the model's integration into modern platforms.To create a dynamic and appealing user interface,
the team will seek guidance from UX/UI professionals. Information security professionals will be in
charge of data and information security. Marketing and distribution professionals will develop the
project's marketing and distribution strategy. At the same time, skilled attorneys and legal coordinators
will guarantee that all legal regulations are followed. This combination helps to create a comprehensive
program that promises to favorably develop Vietnam's technology and education industries.
• Artificial Intelligence and Machine Learning Expert:
This person will play an important role in developing and optimizing the GPT model for
application in education.
• Robotics and Control Engineering Specialist:
This expert will participate in building robots capable of interacting and integrating the GPT
model.
• Education Specialist and Teaching Methods:
Education experts will provide knowledge about the teaching process and develop appropriate
teaching content.
• Educational Technology Specialist:
This person can be responsible for integrating the model into modern educational applications and
platforms.
• User Experience Design (UX/UI Designers):
UX/UI design experts will create interactive interfaces that are intuitive and easy to use.
• Information Security and Privacy Expert:
This person helps ensure information security and confidentiality of educational data and personal
information.
• Marketing and Distribution Specialist:
Marketing specialists develop marketing strategies, while distribution specialists bring products to
users effectively.
• Expert Lawyers and Legal Coordination:
Experts in legal and legal coordination ensure compliance with relevant laws and regulations.
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Every job related with the aforementioned roles—from development, deployment, and management to
analysis, optimisation, promotion, and assurance—will be linked to the development cycle.
2.2.2. Measurable:
In the "GPT Robot Supports Teaching" project, setting measurement goals according to SMART
standards was an important step to ensure clarity and tracking of project performance. This not only helps
determine project success, but also provides a basis for adjusting strategy and responding quickly to
emerging challenges. Below are the SMART measurement goals applicable to the project.
First, the project sets a target for the rate of use of GPT Robots in education, with the goal of achieving at
least 80% usage during lessons. This will help the project measure acceptance and active use by teachers
and students, reflecting on the effectiveness of robots in the teaching and learning process.
Next, aim to increase interaction between teacher and robot, with a 20% increase in interaction rate per
month achieved. This aims to ensure that robots contribute positively to the educational experience and
support teachers effectively.
Another important goal is to improve the robot's ability to interact with students, with the goal of
achieving at least 90% positive ratings from students on the robot's ability to interact. This will help
measure satisfaction and positive reviews from students, while promoting the development of robot
interactivity.
The project also identified a target for the number of errors and system crashes, with a reduction of at least
15% per month. This will help the project ensure the stability and reliability of the system, while
minimizing the impact on the teaching process.
Ultimately, the project aims to increase students' natural learning skills through the use of robots, with a
target of a 25% increase. This emphasizes the positive influence of robots in developing self-study skills
and student initiative in the learning process.
These SMART measurement goals will help us monitor and evaluate the performance of the "GPT Robot
Supports Teaching" project, and provide guidance for adjusting and improving our strategy over time. .
2.2.3. Achievable:
The "GPT Robot Supports Teaching" project has set a number of specific goals for initial limited
implementation, in order to optimize efficiency and ensure success in the process of integrating GPT
robots into the educational environment. sex.
To start, the first goal is to deploy the GPT Robot on a limited basis, focusing on a few carefully selected
classrooms rather than rolling out the entire system from the start. This decision is intended to help
teachers and students encounter new technology gradually and more confidently. In this way, the pressure
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and acceptability of the teacher and student community can be effectively managed, while optimizing the
learning process.
The next goal is to provide effective technical support through training the technical support team. This is
to ensure that any technical problems can be addressed and resolved immediately, keeping the system
running smoothly and without affecting the teaching process. This process not only enhances system
stability but also demonstrates the project's commitment to service quality.
An important aspect of the project is the focus on training teachers and students to interact and use the
GPT Robot in the learning process. This helps ensure that everyone understands and is able to use the
robot effectively, thereby optimizing the educational experience. A deep understanding of this interaction
will increase the flexibility and positivity of the learning process.
Ultimately, the project aims to develop and optimize interaction between robots and users. This helps
ensure that interaction is a smooth and positive experience, thereby improving user adoption and
performance. Additionally, continuous quality control on data and feedback from users ensures that the
robot not only operates within the learning model but also responds flexibly to feedback from the user
community. These goals demonstrate the project's care and concern for quality and user satisfaction.
2.2.4. Relevant:
In building the "GPT Robot Supports Teaching" project, setting Relevant goals is extremely important to
ensure that the project not only meets the overall goal but also closely reflects these goals. practical
challenges and requirements in the field of education today.
The goal of "Optimizing Teacher Experience" is directly related to the desire to improve the quality of
education and reduce the work burden of teachers. Developing the features of GPT Robot is to support
teachers in creating a positive and creative learning environment, while optimizing the teaching process.
The "Community Interaction" goal is set to build the GPT Robot's ability to interact with the school
community and parents. This emphasizes the importance of active support and participation from the
community, helping to create a comprehensive and multidimensional learning environment. The "Cultural
Acceptance and Integration Goal" aims to ensure that the GPT Robot is capable of understanding and
interacting with many different cultures and languages. This reflects the project's commitment to building
a diverse learning environment that reflects diversity and inclusivity within the education system.
"Student Capacity Building Training Objective" sets out to use the GPT Robot to develop students'
learning self-management skills and creativity and is related to the overall project goal of optimizing the
learning process and personal development of students. "Continuous Feedback Goal" emphasizes building
a continuous feedback system from teachers and students to improve the performance of GPT Robot. This
reflects the project's commitment to maintaining and improving service quality over time, based on
regular feedback. The “Legal Compliance and Information Security Objective" is to ensure that every
aspect of GPT Robot complies with legal regulations and ensures information security. This is directly
related to building a reliable and secure system that strictly protects user information.
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These Relevant goals are not only important steps towards achieving the project's broader goals but also
serve as a basis for meeting real challenges and needs in the modern education system.
2.2.5. Time-bound:
On January 1, 2024, the project is launched, and work begins. The project, including the first phases, will
operate and evolve for around 4 months using strategies studied and proposed by professionals. It is
expected to be completed by May 2024 and will provide the estimated amount of money.
Every stage of the project has a certain timeline and plan. This facilitates progress tracking and plan
adjustments for the project management team. To ensure coherent and efficient execution, key milestones
such as product launch, data collection, and pilot deployment have been explicitly defined. The project
also examined and addressed possible time hazards, such as external and environmental impediments.
This assists in emergency planning, reducing the negative impacts of unanticipated occurrences.
To summarize, the "Robot GPT Support Teaching" project reduces risks and ensures the achievement of
targeted goals while also maintaining efficiency through well-defined targets and deadlines.
3. Project Management Plan:

3.1. Scope:
The "GPT Robot Supports Teaching" project has a clear scope to deploy and integrate GPT Robots into
Vietnam's education system. This is not only an important step forward in bringing technology into
education but also marks the combination of artificial intelligence and the teaching process.
The first goal of the project is to carry out an initial limited implementation of the GPT Robot, focusing on
a few selected classrooms. This helps teachers and students become familiar with new technology
gradually, reducing pressure and optimizing the learning process. This range emphasizes stability and
gathering quality feedback from the first classes.
To support the implementation process, the project set an important goal of training the technical support
team. This team will ensure the ability to resolve technical problems quickly and effectively, keeping the
system running smoothly and without affecting the teaching process.
The project also focuses on training teachers and students on how to interact and use the GPT Robot
during the learning process. Training courses will help everyone understand and be able to take advantage
of the full potential of robotics, thereby optimizing the educational experience.
The goal of optimizing human-machine interaction is an important aspect where the project will research
and develop features to make the interaction experience with the GPT Robot smooth and positive. This is
intended to improve performance and user acceptance.
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At the same time, the project sets the goal of continuous quality control, ensuring that the GPT Robot not
only operates in accordance with the learning model but also responds flexibly to feedback from the user
community.
All goals are closely related to the overall goal of the project, aiming to build an innovative, positive and
flexible education system, contributing to improving the quality of education and supporting the whole
community. represents both teachers and students in an educational landscape that is undergoing
innovation and development.
3.2. Time:
Phase Description Time Status
During the planning phase, the project team will determine

01/01/2024 to
Planning specific goals, project scope, and create a detailed work Complete
30/01/2024
schedule.
The technology development phase will focus on building

Technology 01/02/2024 to
and optimizing technical components such as GPT model, In Process
Development 20/02/2024
IoT integration, and sensor components on the robot.
During the implementation phase, GPT robots will be

22/02/2024 to
Implement integrated into selected classrooms, and the system will be In Process
04/03/2024
tested in a real-world environment.
The stage of organizing seminars is to introduce the

06/03/2024 to Haven't
Semina project, share research results, and instruct how to use the
19/03/2024 started yet
GPT robot in the teaching process.
During the marketing phase, a promotional strategy will be

20/03/2024 to Haven't
Marketing established to increase awareness and interest in the project
from teachers, students, and the community.
The production phase will focus on large-scale production

12/04/2024 to Haven't
Manufacture and deployment of GPT robots after completion and
testing for accuracy and performance.
Table 1: Time table for implementing phases.
3.3. Communication:
Communication Purpose Frequency Audience Owner Tools for
Management
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Planning Discuss project Bi-weekly Project Team, Project Video
Meetings goals, Stakeholders Manager Conferencing
objectives, and (e.g., Zoom,
detailed Microsoft
planning. Teams)
Progress Weekly Technology Project

Updates Share updates Project Team, Lead Management
on technology Key Software (e.g.,
development Stakeholders
Jira)
and
implementation.
Training Provide training As needed Teachers, Education Learning

Sessions on Robot GPT (during Students Specialist Management
usage for implementation System (LMS),
phase)
teachers and Webinars
students.
Seminar Inform about Bi-monthly Teachers, Marketing Email, School

Announcements upcoming School Coordinator Communication
seminars and Administrators, Channels
Parents
their objectives.
Marketing Promote the Monthly General Public, Marketing Social Media,

Campaigns project and Educational Team Newsletters
generate Communities
interest.
Manufacturing Provide updates Monthly Manufacturing Project Project

Updates on robot Team, Manager Management
production and Deployment Software,
deployment. Team Email
Table 2: Communication summary table
3.4. Risks:
Risk Category Risk Probability Impact Suggestion/Action
Technical Model Training Medium High Regularly monitor progress,

Delays allocate additional resources if
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needed, and revise timelines.
Integration Low High Conduct thorough testing during

Challenges integration, involve technical
experts, and have contingency
plans.
Data Security Breach Low Very High Conduct thorough testing during
integration, involve technical
experts, and have contingency
plans.
Operational Medium Medium Conduct training sessions, gather

Lack of User feedback, and continuously
Adoption improve user experience.
Technical Issues Low Medium Conduct training sessions, gather

during Seminars feedback, and continuously
improve user experience.
Medium High
Insufficient Training Develop comprehensive training
for Teachers programs, provide ongoing
support, and gather feedback for
improvement.
Market Low Interest or Medium High Enhance marketing strategies,

Acceptance in the gather market feedback, and
Market adapt the project accordingly.
Legal and Non-Compliance with Low Very High Work with legal experts to
Ethical Data Protection Laws ensure compliance, conduct
regular audits, and educate
stakeholders on legal
responsibilities.
Medium High Establish ethical guidelines,

Ethical Concerns involve ethicists in project
related to AI in decisions, and address concerns
Education
through transparent
communication.
Table 3: Risk and Action
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3.5. Resources:
• Human Resources
Human Resources Function Availability
Project Manager Overall project management and leadership. Full-time
Technology Lead Supervise and lead technology development. Full-time
Education Specialist Develop curriculum and training programs. Full-time
Robotics Engineer Part-time (50%)

Design and implement robotic systems.
AI/Machine Learning Expert Develop and optimize the GPT model. Full-time
Technical Support Team Handle technical issues and user support. Full-time
Marketing Coordinator Plan and execute marketing campaigns. Part-time (50%)
Manufacturing Team Produce and deploy Robot GPT units. Full-time
Legal Advisor Part-time (25%)

Ensure legal compliance and risk mitigation.
Table 4: Human Resources
The "GPT Robot Supports Teaching" project has a diverse team of personnel with important roles, each of
whom has specific responsibilities and contributes significantly to the success of the project.
As a Project Manager, the project leader ensures that every aspect of the project runs smoothly, from
overall management to strategic leadership and global performance optimization. The person responsible
for Technology plays an important role in ensuring flexible and efficient technical development, laying the
basis for system success. The Education Specialist is the person responsible for curriculum and training
development that contributes to optimizing the student's educational experience. Robotics Engineers,
although working part-time, play a key role in the design and implementation of robotic systems, ensuring
effective integration with GPT. Artificial Intelligence/Machine Learning Specialists ensure that the GPT
model is developed and optimized in the highest quality to meet special educational needs. The Technical
Support Team resolves technical issues and provides user support, ensuring system stability and user
satisfaction. The Marketing Coordinator is responsible for advertising and interacting with the target
audience, contributing to the creation of an effective marketing campaign. The Production Team is
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responsible for the production and deployment of GPT Robot units, ensuring rapid response to market
demand.
Finally, Legal Counsel ensures that every aspect of the project complies with legal regulations and
minimizes risks. The division of work and expertise within the work team helps ensure efficiency and
flexibility in project management and development.
• Tools Resources
Tools Resources Description Tools Purpose
Project Management Software for planning and Jira, Trello, Asana Track progress, allocate
organizing project tasks and tasks, and manage
timelines. timelines.
Communication Platforms for team Slack, Microsoft Teams

communication, meetings, and Facilitate real-time
collaboration. communication and
collaboration.
Data Processing Tools for handling and processing Apache Hadoop, Spark Efficiently manage and
large volumes of educational data. analyze educational data.
Machine Learning Software for developing and TensorFlow, PyTorch Build and optimize the
training machine learning models. GPT model for
educational use.
Marketing Platforms for designing, HubSpot, Mailchimp Promote the project and
executing, and monitoring engage with the target
marketing campaigns. audience.
Robotics Development Software and tools for designing ROS (Robot Operating Develop and control the
and programming robotic systems. System), Arduino IDE robotics components of
Robot GPT.
Video Conferencing Tools for conducting virtual Zoom, Microsoft Teams Facilitate remote
meetings and seminars. collaboration and seminar
presentations.
Table 5: Tools Resources
The "GPT Robot Supports Teaching" project uses a range of tools and resources to ensure efficiency and
success. During the management process, tools like Jira, Trello, and Asana are integrated to track
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progress, assign tasks, and manage schedules. Teams can interact and collaborate flexibly through
platforms like Slack and Microsoft Teams, facilitating effective communication and teamwork.
In terms of data processing, Apache Hadoop and Spark help efficiently manage and analyze large amounts
of educational data, while TensorFlow and PyTorch serve as powerful platforms for developing and
optimizing GPT machine learning models. In the field of marketing, HubSpot and Mailchimp play an
important role in promoting the project and interacting with the target audience.
For robot development, ROS (Robot Operating System) and Arduino IDE provide flexible and powerful
environments. Finally, Zoom and Microsoft Teams support online meetings and seminars, facilitating
remote interaction.
Overall, this integration of tools and resources helps ensure that the project not only meets its primary goal
of improving the quality of education, but also achieves flexibility and efficiency in its implementation.
These tools not only support management and development but also facilitate continuous interaction and
communication within the work community.
3.6. Cost estimation:

Number of
Roles Work hours Cost per hour Total
members
Project Manager 1 40 hours/week $50 $2,000 per week
Technology Lead 1 40 hours/week $60 $2,400 per week
Education Specialist 1 20 hours/week $40 $800 per week
Robotics Engineer
1 40 hours/week $55 $2,200 per week
AI/Machine Learning
1 40 hours/week $70 $2,800 per week
Expert
Technical Support Team 2 40 hours/week $30 $2,400 per week
Marketing Coordinator 1 20 hours/week $35 $700 per week
Manufacturing Team 3 40 hours/week $25 $3,000 per week
Legal Advisor 1 10 hours/week $50 $500 per week
Table 6: Cost for Human
Tool resources Total Cost
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$10,000
Project Management
Data Processing $20,000
Machine Learning $30,000
Marketing $15,000
Robotics Development $25,000
Video Conferencing $10,000
Communication
$5,000
Total $115,000
Table 7: Cost for Tools
4. Chart:
4.1. WBS:
Figure 9: WBS
Work Breakdown Structure (WBS) is an important project management component in the "Robot GPT
Support Teaching" project. Work breakdown structures (WBS) allow jobs to be broken down into
manageable pieces, have a defined scope, decrease hazards, and be monitored in real time. It also helps
with change management, performance evaluation, responsibility sharing, and budget management. WBS
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increases the ability to manage and achieve project goals by encouraging transparency, organization, and
efficiency in project execution.
This project is divided into six main phases: Planning, Technology Development, Implementation,
Workshops, Marketing, Manufacture and Closing.
Planning:
During the planning phase, we will clearly define the scope of the project ("Define Project Scope") to
clearly understand what needs to be done. We will then develop a detailed project plan ("Develop Project
Plan") to identify schedules, resources, and other management factors. At the same time, we will identify
stakeholders ("Identify Stakeholders") and perform risk analysis and management ("Risk Analysis and
Management"). Finally, we will develop a detailed budget plan ("Budget Planning") to ensure cost control.
Technology Development:
In this work, the team will identify specific technology requirements for the GPT Robot, including
software and hardware. This includes understanding the functional and performance requirements needed
to ensure that the robot is capable of meeting teacher and student expectations. Market research on the
latest technologies will help shape the project's development strategy. The team will monitor trends and
advanced technologies to ensure that GPT Robots will be designed with groundbreaking and modern
features. The prototype model will be tested to ensure functionality and performance as expected. These
tests will help identify and correct errors before moving into the production process.
Implement:
During the implementation phase, we will conduct software development ("Software Development") with
specific tasks such as developing Robot control software, integrating GPT, and educational applications.
At the same time, we will integrate hardware ("Hardware Integration") and perform system testing
("System Testing") to ensure the stability and performance of the entire project.
Seminars:
The seminar phase will include organizing educational seminars ("Organize Educational Seminars"),
creating seminar materials ("Create Seminar Materials"), and inviting speakers and attendees ("Invite
Speakers and Participants"). This is an opportunity for us to share the message and values of the project
with the community.
Marketing:
The marketing phase includes developing a marketing strategy ("Develop Marketing Strategy"), creating
promotional materials ("Create Promotional Materials"), creating an online presence ("Online Presence" -
Website, Social Media) , and participate in conferences and events ("Attend Conferences and Events").
The goal here is to create awareness and support for the project.
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Manufacture:
During the production phase, we will produce the Robot's hardware ("Produce Robot Hardware"), perform
the assembly and quality check ("Assemble and Quality Check"), and then package and ship it. product
delivery ("Packaging and Shipment"). This ensures that the product is manufactured and ready for the
deployment phase.
4.2. Gantt:
Table 8: Gantt chart
When examining the Gantt chart provided, it appears to show the project schedule for the "GPT Robot-
Enabled Teaching" initiative. The diagram is divided into distinct phases, each with specific tasks
important for the development of the project.
The Planning phase, which includes tasks such as defining the project scope, developing the project plan,
and identifying stakeholders, has been comprehensively completed. This shows that the foundational
aspects of the project have been prioritized and are now established, which is typical of effective project
management.
During the Technology Research and Development phase, the research and selection of GPT technology is
100% complete, while hardware development is still underway. This shows a strong technical start for the
project.
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The Deployment phase has just begun and is only 5% complete of the software development process. This
is suitable for a project that has just transitioned from the research phase to actual product development.
The Workshop and Marketing phases have not yet started, which means these activities are planned after
significant progress has been made in the implementation phase. This would make sense because
marketing and education activities often ramp up closer to product completion to ensure that what is being
promoted will be ready for the market.
The Production phase is also at 0%, indicating that this phase is scheduled for the end of the project, after
all development and testing has been completed.
The timeline begins on January 1 and extends beyond May 1. The Gantt chart presents a logical sequence
of events, where the completion of each phase is critical before the next phase can get started, ensuring a
structured and strategic approach to project management.
5. Research:
5.1. Primary Research:
• Qualitative Research and Quantitative Research
Qualitative research is a research method that focuses on deeply understanding and describing
phenomena, contexts, and opinions from non-quantitative data sources such as thoughts, emotions, and
personal opinions. This method often uses techniques such as interviews, observations, and content
analysis.
Quantitative research is a research method that relies on measurement and statistical data to analyze and
describe phenomena. It often uses techniques such as surveys, experiments, and data analysis.
Project Application:
- Qualitative Research in the Project "GPT Robot Supports Teaching":
Use to deeply understand the needs and expectations of teachers and students for GPT Robot.
Supports the design of features with personalization and natural interaction.
- Quantitative Research in the Project "GPT Robot Supports Teaching":
Use to measure the overall performance of GPT Robot across several classes.
Collect metrics on improving learning performance and human-computer interaction.
• Interview and Survey:
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Interviewing is a direct communication process between the researcher and the interviewee. In it, the
researcher asks questions and hears the interviewee's answers, facilitating interaction and in-depth
understanding of opinions, experiences, and perspectives.
A survey is a data collection method in which a researcher sends a series of standardized questions to a
representative sample and collects responses by in-person or online contact.
Effects for the "GPT Robot Supports Teaching" Project:
- Interviews: Interviews can be used to gain an in-depth understanding of teachers' and students'
experiences and expectations of GPT Robot. This can help fine-tune features and improve user
experience.
- Surveys: Surveys can be used to gather opinions from a large number of teachers and students
about the overall performance of the GPT Robot in educational settings. Survey responses can play
an important role in project evaluation and improvement.
5.2. List of interview questions:

• Purpose of creating Interview:
The set of interview questions is designed with the overall aim of gathering detailed information and
insightful opinions from education experts and end users. First, the project focuses on assessing the level
of understanding and acceptance of participants about the integration of AI technology, especially the role
of GPT Robot in the teaching process. Next, the project wants to determine the application potential of
GPT Robot, including the ability to personalize learning and meet a variety of learning scenarios. With the
aim of assessing the perception of challenges and opportunities in implementing GPT Robots, providing
insight into how the challenges can be overcome and opportunities taken advantage of. The questions
focused on gathering opinions on safety and information security issues related to the use of GPT Robots
in educational environments. The project wants to gather ideas on how the GPT Robot can be effectively
integrated into diverse learning scenarios.
In summary, this interview aims to build a comprehensive picture of the opinions and assessments of the
educational community regarding the implementation of GPT Robots in the educational environment.
• Project subjects want to interview.
The interview subjects included education experts and end users in the education sector. Education experts
were selected to provide in-depth insight into the challenges and opportunities that integrating AI
technology, especially GPT Robot, brings to the teaching and learning process.
1. What do you think about integrating AI technology, like GPT Robot, into the teaching process?
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Answer 1: "I believe that the combination of AI technology and education can open up many new
opportunities for personalized learning."
Answer 2: "I feel like it can be difficult to apply AI technology to teaching, but if done right, it can
completely change the way we teach and learn."
Answer 3: "I don't fully understand how AI technology can support education, but I want to learn more
about its practical applications."
2. Are there specific aspects of using GPT Robot that you think are most useful for teachers?
Answer 1: "The advantage is the ability to personalize learning, the disadvantage may be an overreliance
on technology."
Answer 2: "I think GPT Robot can help teachers reduce their work burden, but can create a gap between
students and actual teachers."
Answer 3: "The interactivity and flexibility of the GPT Robot may be an advantage, but may also raise
concerns about loss of causality in the learning process."
3. How do you think the GPT Robot can support personalized learning for students?
Answer 1: "I believe that GPT Robot can automatically adjust learning content to reflect each student's
interests and abilities."
Answer 2: "I am concerned that personalization may reduce teacher-student interaction during the learning
process."
Answer 3: "If GPT Robot can clearly understand students' unique needs, it will be a big step forward in
personalizing education."
4. Do you have previous experience using technology in teaching? If so, what worked well and what
could be improved?
Answer 1: "The challenge is ignorance and fear of new technology, while the opportunity is creating a
diverse learning environment."
Answer 2: "The opportunity can change the way of teaching, but the challenge will be how to integrate the
GPT Robot without losing the interaction between teachers and students."
Answer 3: "The biggest challenge is preparing teachers and students for the use of new technology, but the
opportunity is to create a modern and flexible learning environment."
5. In your opinion, what challenges may arise when using the GPT Robot in an educational
environment and how can they be overcome?
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Answer 1: "Information safety and security is a top priority, and I want to know how the project ensures
that student data is protected."
Response 2: "I am concerned that data collection may pose privacy risks, and want to ensure that there are
safeguards in place for personal information."
Answer 3: "Safety and security are important, but I also want to know whether the GPT Robot affects
personal freedom during the learning process."
6. What do you expect from an educational support system like GPT Robot?
Answer 1: "Integrating GPT Robots needs to be done along with traditional teaching methods to ensure a
balance between technology and teacher-student interaction."
Answer 2: "There is a need for a unified plan to integrate GPT Robots into diverse educational
environments without losing personalization in the learning process."
Answer 3: "Integration needs to be flexible to accommodate diverse cultures and learning conditions, and
I would like to know if there are plans for this."
7. How do you think the GPT Robot can interact with students to create a positive learning
environment?
Answer 1: "I believe that GPT Robot can reduce teachers' work burden and enhance their training ability."
Answer 2: "I want to know if there is a plan to train and support teachers in using the GPT Robot."
Answer 3: "Training teachers to use new technology is important, but I also want to know whether the
GPT Robot can completely replace the teacher role."
8. In your opinion, how can GPT Robot be integrated into different learning stimuli, such as online
learning and traditional learning?
Answer 1: "GPT Robot can enhance online learning by providing personalized assistance and immediate
feedback. In traditional classrooms, it can act as a supplementary resource, offering interactive learning
experiences."
Answer 2: "For online learning, GPT Robot can create adaptive content and support asynchronous
discussions. In traditional settings, it can assist in individualized learning plans and collaborative
activities."
Answer 3: "Integration into online platforms allows GPT Robot to facilitate interactive simulations. In
traditional classrooms, it can contribute by individualizing lessons based on student needs."
9. Are there any opinions you would like to share about ensuring safety and information security
when using GPT Robots in an educational environment?
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Answer 1: "Ensuring safety involves robust data encryption and regular security audits. Information
security protocols must be implemented and updated to safeguard user data and maintain a secure learning
environment."
Answer 2: "Secure user authentication and encrypted communication channels are crucial. Regular
training on cybersecurity measures should be provided to users interacting with GPT Robot."
Answer 3: "Implementing strict access controls, anonymizing sensitive data, and staying compliant with
data protection regulations are vital steps for ensuring safety and information security."
10. How do you see how the GPT Robot can be applied to support the training and capacity
development of teachers?
Answer 1: "GPT Robot can support teacher training by providing interactive modules on pedagogy and
technology integration. It enhances capacity development by offering real-time insights into teaching
methodologies."
Answer 2: "In teacher training, GPT Robot can simulate diverse classroom scenarios and offer feedback.
It contributes to capacity development by fostering continuous learning and adaptive teaching strategies."
Answer 3: "The application of GPT Robot in teacher workshops can include personalized coaching
sessions and resources. This not only supports training but also helps in the ongoing development of
teaching skills."
5.3. Summary of Interview:

The interview process served as a crucial avenue for obtaining nuanced insights and valuable perspectives
from education experts and end-users regarding the incorporation of AI technology, specifically the role of
GPT Robot in educational settings. Each carefully crafted question aimed to achieve specific objectives,
contributing to a comprehensive understanding of the opinions within the educational community.
The participants' responses provided a spectrum of viewpoints, reflecting varying levels of optimism,
skepticism, and curiosity about the integration of AI technology into teaching. Opinions on the usefulness
of GPT Robot for teachers showcased a balance between recognizing its potential for personalization and
expressing concerns about potential drawbacks, such as a perceived gap between students and traditional
teachers. Exploration into the ability of GPT Robot to support personalized learning shed light on a range
of perspectives, with participants expressing optimism about automatic adjustments based on individual
needs while raising valid concerns about potential reductions in teacher-student interaction.
Insights gained from participants past experiences with technology in teaching uncovered challenges
related to the fear of new technology and highlighted opportunities for creating diverse and dynamic
learning environments. The discussion on challenges and solutions underscored the crucial importance of
ensuring information safety and security, with participants emphasizing the need for robust data protection
measures. Expectations from an educational support system like GPT Robot were diverse, emphasizing
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the necessity for a balanced integration plan and flexibility to cater to the diverse cultures and learning
conditions present in educational settings.
Participants shared thoughts on how GPT Robot could interact with students to create a positive learning
environment, with some emphasizing its potential to alleviate teachers' work burden. Views on the
integration of GPT Robot into different learning stimuli, including online and traditional settings,
emphasized its potential to enhance online learning and serve as a supplementary resource in traditional
classrooms. Concerns and suggestions regarding safety and information security underscored the need for
robust measures, including data encryption, secure authentication, and strict compliance with data
protection regulations.
In summary, the rich tapestry of opinions gathered during the interview process provides a comprehensive
and valuable understanding of the educational community's perspectives on integrating GPT Robots into
educational environments. These insights will play a pivotal role in shaping the strategic direction and
implementation of the "GPT Robot Supports Teaching" project.
5.4. List of survey questions:

• Purpose of creating survey:
The survey aims to evaluate and collect information about the use of GPT Robot in the teaching and
learning process. Evaluate teacher and student usage of GPT Robot, measuring frequency and regularity
of usage. Determine user assessments of GPT Robot's performance in improving the learning experience.
Measure users' views on the ability of GPT Robot to significantly change traditional teaching methods.
Identify perspectives on GPT Robot's ability to support diverse and inclusive learning environments for a
wide range of students. Evaluate users' satisfaction and trust in GPT Robot and determine the likelihood
that they will recommend this product to others. Detailed evaluation of the experience of using GPT Robot
from both teachers and students, providing important information about performance, ability to change
traditional teaching methods, and identifying areas for improvement of the product Products.
• Subjects responded to the survey:
The survey's subjects include both teachers and students, especially those who have direct experience
using GPT Robot in the teaching and learning process. This helps evaluate the perspective of those
directly applying technology in the educational environment.
• List of Survey Questions:
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Figure 10: Survey question 1.
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5.5. Summary of Survey:

The survey on the use of GPT Robots in the teaching and learning process yielded important information
about how this technology is being accepted in the educational community. While there is consensus in
evaluating the important features of the GPT Robot, such as online support, personalized learning
experiences, and interactive activities, there are also diverse opinions regarding its performance and
potential to change traditional teaching methods.
It is worth noting that many users did not perceive that the GPT Robot helped reduce the work burden on
teachers, and only a small proportion found that it supported a diverse and inclusive learning environment.
However, the user interface received positive reviews, and there were suggestions on how to improve
interactivity and educational content.
Overall, the survey provides an overview of the educational community's acceptance and evaluation of the
GPT Robot. Not only is this an important source of information for future product improvements, but it is
also an important step in gaining a deeper understanding of how technology can integrate into modern
educational environments.
5.6. Evaluation of interview and survey:

Evaluating both the interviews and surveys conducted for the GPT Robot implementation project provides
valuable insights into the perceptions and experiences of education professionals and users. The
combination of qualitative data from interviews and quantitative data from surveys offers a comprehensive
understanding of the strengths, weaknesses, and areas for improvement in the project.
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In the interviews, the depth of information gathered allowed for a nuanced exploration of opinions,
concerns, and suggestions. Education experts provided rich insights into the potential impact of GPT
Robot on teaching methodologies, personalized learning, and challenges associated with technology
integration. The open-ended nature of interviews allowed participants to express their thoughts freely,
contributing to a holistic understanding of the project's implications.
On the other hand, the survey results provided quantitative metrics that complemented the qualitative data.
The statistical analysis of survey responses offered a numerical perspective on the frequency and
prevalence of certain attitudes and opinions within the surveyed population. This quantitative data helps in
identifying patterns, trends, and areas of consensus or divergence among respondents.
The combined evaluation of interviews and surveys highlights the following key points:
- Diverse Perspectives: The qualitative insights from interviews showcased the diverse perspectives
within the education community, while survey results quantified the distribution of certain
opinions.
- User Experience: Both methodologies shed light on the user experience, with interviews capturing
detailed narratives and surveys providing a broader quantitative overview of user satisfaction.
- Effectiveness and Challenges: Interviews delved into the effectiveness of GPT Robot in enhancing
teaching and learning, while surveys quantified the level of agreement or disagreement on specific
aspects, such as reducing teacher workload and supporting diverse learning environments.
- Areas for Improvement: Combining qualitative suggestions from interviews and identifying
common themes in survey responses allows for a focused approach to addressing areas that need
improvement.
- Recommendations: The survey results gauged the likelihood of users recommending GPT Robot to
others, providing insights into the project's potential for wider adoption.
In conclusion, the evaluation of both interviews and surveys provides a comprehensive and multi-
dimensional understanding of the project's impact on education stakeholders. This combined approach
ensures a well-rounded assessment, facilitating informed decision-making and strategic planning for the
future development and implementation of GPT Robot in educational settings.
6. Secondary Research:
6.1. Overview:
Secondary research, also known as desk research or literature review, involves the collection and analysis
of existing data and information relevant to a specific research topic or question. Unlike primary research,
which involves the gathering of firsthand data through surveys, interviews, or experiments, secondary
research relies on existing sources, such as academic papers, reports, articles, and databases. This method
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is widely used in various disciplines to build on existing knowledge, validate findings, or gain a broader
understanding of a subject.
Advantages Disadvantages
Secondary research is generally more time and cost- The quality of secondary data depends on the
effective than primary research, as it utilizes readily reliability and accuracy of the sources, and
available data without the need for new data researchers may encounter issues with outdated or
collection. biased information.
Secondary research allows researchers to access Researchers have limited control over the design
large data sets, databases, and historical and collection of data, which may not align
information, providing a comprehensive overview perfectly with the specific needs of their study.
of a topic.
It enables the validation of primary research Finding highly relevant and specific data can be
findings by comparing them with existing literature challenging, as existing sources may not address
and established theories. every aspect of a particular research question.
Researchers can gain a broad perspective on a topic Secondary research may lack the contextual details
by reviewing diverse sources and synthesizing available in primary research, limiting the depth of
information from various viewpoints. understanding on certain aspects.
Secondary research allows for historical analysis, Existing sources may carry inherent biases, and
helping researchers understand the evolution and researchers must critically evaluate the credibility
trends associated with a particular subject. and objectivity of the information.
A wide range of secondary sources is available, Some topics may not have sufficient secondary data
including academic journals, government reports, available, making it necessary to supplement with
industry publications, and online databases. primary research.
Table 9: Advantages and disadvantages of Secondary Research
6.2. List of Articles / Books and Other Internet Source:

6.2.1. Book:
- Book: "Artificial Intelligence in Education: Transforming Learning for the Future"
The book "AI in Education: Transforming Learning for the Future" aims to provide an in-depth
exploration of the applications, advantages, challenges, and ethical considerations of integrating artificial
intelligence in educational settings. The book focuses on how AI can revolutionize teaching and learning
processes, empower educators, and enhance student outcomes while being mindful of potential concerns.
Through case studies and best practices, readers will gain insights into successful AI implementation and
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learn how to navigate the dynamic landscape of AI-driven education. The book emphasizes the
importance of ethical AI development, fostering a balanced approach that combines technological
advancement with human values for a brighter future in education. (researchgate, 2023)
This book was selected because it serves as a comprehensive guide that delves into the multifaceted role
of AI in education. It is not only a theoretical exploration but also addresses practical aspects of AI
integration into educational systems. The book discusses the benefits AI brings to students and teachers,
and also critically examines the challenges that arise, such as issues of bias and data privacy. It's written to
be accessible for both AI experts and novices, which would be beneficial for various stakeholders in your
project. Moreover, it encourages a balanced view of AI’s potential and limitations, empowering informed
decision-making about AI adoption in educational contexts
- Book: "AI in Education: An Educator's Guide to AI in the Classroom"
Although I could not provide details from the book directly, it is reasonable to infer that this book would
be a valuable resource for your project as it likely offers practical advice for educators on how to
implement AI in the classroom. The title suggests that it provides guidelines and insights into the
integration of AI into teaching practices, making it a useful tool for teachers and educational
administrators who are part of the project. The book would be relevant to understanding how AI can
support teaching, how it can be introduced to students, and how the curriculum can be adapted to include
AI learning tools.
6.2.2. Articles:
Journal Article: "Shaping the Future of Education: Exploring the Potential and Consequences of AI and
ChatGPT in Educational Settings"
(link: https://www.mdpi.com/2227-7102/13/7/692)
Published in the journal Education Sciences, this paper delves into the potential and problems associated
with applying advanced AI models like ChatGPT in education. It addresses the impact of AI on
educational norms and practices and discusses the mixed reactions from educators regarding the use of
such technology in the classroom. It's an excellent resource to understand the current discourse on AI in
education and might help anticipate challenges and opportunities for your project.
The article provides exploratory information about AI technologies such as ChatGPT, which is closely
related to the GPT robot that my project aims to deploy. This close alignment ensures that the insights and
analysis provided will be directly applicable to the goals of my project. It provides a balanced examination
of the transformative potential that AI brings to education, as well as the challenges and ethical
considerations that need to be addressed. This level of analysis can support my project by highlighting
best practices and common pitfalls in AI integration. The article goes beyond a simple theoretical
discussion, delving into the ethical implications and practical effects of AI in the educational environment.
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As my project progresses, understanding these factors will be critical to success and acceptance by
educators and students.
6.3. Summarize Books/Articles:

In preparing for the deployment of the GPT Robot in educational settings, a thorough examination of
relevant literature has been conducted, focusing on key books and articles that shed light on the integration
of artificial intelligence (AI) in education. One prominent resource, the book "Artificial Intelligence in
Education: Transforming Learning for the Future," serves as a comprehensive guide exploring the
applications, advantages, challenges, and ethical considerations associated with incorporating AI into
educational environments. This source not only delves into theoretical aspects but also provides practical
insights, making it accessible for both AI experts and those less familiar with the technology. Its emphasis
on ethical AI development aligns with the project's commitment to a balanced approach that combines
technological advancement with human values.
Another valuable resource, the book "AI in Education: An Educator's Guide to AI in the Classroom,"
although details are not directly provided, is anticipated to offer practical advice for educators on the
implementation of AI in educational settings. The title suggests a focus on providing guidelines and
insights into the integration of AI into teaching practices, making it particularly relevant for teachers and
educational administrators involved in the project. Understanding how AI can support teaching, be
introduced to students, and adapt the curriculum is essential, and this book is expected to provide valuable
perspectives in these areas.
Additionally, the journal article "Shaping the Future of Education: Exploring the Potential and
Consequences of AI and ChatGPT in Educational Settings," published in the Education Sciences journal,
presents an in-depth exploration of the potential and challenges associated with advanced AI models like
ChatGPT in education. This article, relevant to the GPT robot deployment, addresses the impact of AI on
educational norms, practices, and educational reactions. It is a valuable resource for expecting challenges
and opportunities specific to the project. The article's exploration of the transformative potential of AI in
education, along with its examination of ethical implications and practical effects, provides critical
insights that will contribute to the success and acceptance of the GPT Robot in educational environments.
In summary, the selected sources collectively offer a comprehensive understanding of AI's role in
education, covering theoretical and practical aspects, ethical considerations, and potential challenges.
These resources will play a pivotal role in informing the deployment of the GPT Robot, ensuring a well-
informed and ethically sound integration into diverse educational settings.
Bibliography
researchgate, 2023. Artificial Intelligence in Education. [Online]
Available at: https://www.researchgate.net/publication/372558927_Artificial_Intelligence_in_Education
[Accessed 28 2 2024].
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Higher Nationals - Summative Assignment Feedback Form

Student Name/ID NGUYEN NHU KHANH / GCH210946

Unit Title Unit 6 – Managing a Successful Computing Project

Grade: Assessor Signature: Date:

Grade: Assessor Signature: Date:

Internal Verifier’s Comments:

Signature & Date: Khanh

List of Tables .................................................................................................................................................. 4

1.1. Project “GPT Robot Supports Teaching”:...................................................................................... 5

1.2. IoT: ................................................................................................................................................. 6

1.3. Big Data:....................................................................................................................................... 10

1.4. Business potential: ........................................................................................................................ 11

2. Project initialization: ............................................................................................................................ 13

2.1. Main aim of the project: ............................................................................................................... 13

2.2. Analyze project development goals: ............................................................................................ 13

2.2.1. Specific: ................................................................................................................................ 13

2.2.2. Measurable: .......................................................................................................................... 15

2.2.3. Achievable: ........................................................................................................................... 15

2.2.4. Relevant: ............................................................................................................................... 16

2.2.5. Time-bound: ......................................................................................................................... 17

3. Project Management Plan:.................................................................................................................... 17

3.1. Scope: ........................................................................................................................................... 17

3.2. Time: ............................................................................................................................................ 18

3.3. Communication: ........................................................................................................................... 18

3.4. Risks: ............................................................................................................................................ 19

3.5. Resources: .................................................................................................................................... 21

3.6. Cost estimation: ............................................................................................................................ 23

4.1. WBS: ............................................................................................................................................ 24

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5.1. Primary Research: ........................................................................................................................ 27

5.2. List of interview questions: .......................................................................................................... 28

5.3. Summary of Interview: ................................................................................................................. 31

5.4. List of survey questions:............................................................................................................... 32

5.5. Summary of Survey: ..................................................................................................................... 36

5.6. Evaluation of interview and survey: ............................................................................................. 36

6. Secondary Research: ............................................................................................................................ 37

6.1. Overview: ..................................................................................................................................... 37

6.2. List of Articles / Books and Other Internet Source: ..................................................................... 38

6.2.1. Book: .................................................................................................................................... 38

6.2.2. Articles: ................................................................................................................................ 39

6.3. Summarize Books/Articles: .......................................................................................................... 40

Figure 2: ChatGPT 4.0 ................................................................................................................................... 6

Figure 3: Visual Sensor. ................................................................................................................................. 7

Figure 4: Sound Sensor and Recording. ......................................................................................................... 7

Figure 5: Optical Sensor. ................................................................................................................................ 8

Figure 6: Temperatue and Humidity. ............................................................................................................. 9

Figure 7: Position Sensor. ............................................................................................................................ 10

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Figure 9: WBS .............................................................................................................................................. 24

Figure 10: Survey question 1........................................................................................................................ 33

Figure 11: Survey question 2........................................................................................................................ 33

Figure 12: Survey question 3........................................................................................................................ 33

Figure 13: Survey question 4........................................................................................................................ 34

Figure 14: Survey question 5........................................................................................................................ 34

Figure 15: Survey question 6........................................................................................................................ 34

Figure 16: Survey question 7........................................................................................................................ 35

Figure 17: Survey question 8........................................................................................................................ 35

Figure 18: Survey question 9........................................................................................................................ 35

Figure 19: Survey question 10...................................................................................................................... 36

Table 2: Communication summary table ..................................................................................................... 19

Table 3: Risk and Action .............................................................................................................................. 20

Table 4: Human Resources........................................................................................................................... 21

Table 5: Tools Resources ............................................................................................................................. 22

Table 6: Cost for Human .............................................................................................................................. 23