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| Main Authors: | , , , , , |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2505.09438 |
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| _version_ | 1866916819277709312 |
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| author | Tschisgale, Paul Maus, Holger Kieser, Fabian Kroehs, Ben Petersen, Stefan Wulff, Peter |
| author_facet | Tschisgale, Paul Maus, Holger Kieser, Fabian Kroehs, Ben Petersen, Stefan Wulff, Peter |
| contents | Large language models (LLMs) are now widely accessible, reaching learners at all educational levels. This development has raised concerns that their use may circumvent essential learning processes and compromise the integrity of established assessment formats. In physics education, where problem solving plays a central role in instruction and assessment, it is therefore essential to understand the physics-specific problem-solving capabilities of LLMs. Such understanding is key to informing responsible and pedagogically sound approaches to integrating LLMs into instruction and assessment. This study therefore compares the problem-solving performance of a general-purpose LLM (GPT-4o, using varying prompting techniques) and a reasoning-optimized model (o1-preview) with that of participants of the German Physics Olympiad, based on a set of well-defined Olympiad problems. In addition to evaluating the correctness of the generated solutions, the study analyzes characteristic strengths and limitations of LLM-generated solutions. The findings of this study indicate that both tested LLMs (GPT-4o and o1-preview) demonstrate advanced problem-solving capabilities on Olympiad-type physics problems, on average outperforming the human participants. Prompting techniques had little effect on GPT-4o's performance, while o1-preview almost consistently outperformed both GPT-4o and the human benchmark. Based on these findings, the study discusses implications for the design of summative and formative assessment in physics education, including how to uphold assessment integrity and support students in critically engaging with LLMs. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2505_09438 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Evaluating GPT- and Reasoning-based Large Language Models on Physics Olympiad Problems: Surpassing Human Performance and Implications for Educational Assessment Tschisgale, Paul Maus, Holger Kieser, Fabian Kroehs, Ben Petersen, Stefan Wulff, Peter Physics Education Artificial Intelligence Large language models (LLMs) are now widely accessible, reaching learners at all educational levels. This development has raised concerns that their use may circumvent essential learning processes and compromise the integrity of established assessment formats. In physics education, where problem solving plays a central role in instruction and assessment, it is therefore essential to understand the physics-specific problem-solving capabilities of LLMs. Such understanding is key to informing responsible and pedagogically sound approaches to integrating LLMs into instruction and assessment. This study therefore compares the problem-solving performance of a general-purpose LLM (GPT-4o, using varying prompting techniques) and a reasoning-optimized model (o1-preview) with that of participants of the German Physics Olympiad, based on a set of well-defined Olympiad problems. In addition to evaluating the correctness of the generated solutions, the study analyzes characteristic strengths and limitations of LLM-generated solutions. The findings of this study indicate that both tested LLMs (GPT-4o and o1-preview) demonstrate advanced problem-solving capabilities on Olympiad-type physics problems, on average outperforming the human participants. Prompting techniques had little effect on GPT-4o's performance, while o1-preview almost consistently outperformed both GPT-4o and the human benchmark. Based on these findings, the study discusses implications for the design of summative and formative assessment in physics education, including how to uphold assessment integrity and support students in critically engaging with LLMs. |
| title | Evaluating GPT- and Reasoning-based Large Language Models on Physics Olympiad Problems: Surpassing Human Performance and Implications for Educational Assessment |
| topic | Physics Education Artificial Intelligence |
| url | https://arxiv.org/abs/2505.09438 |