Background: The integration of artificial intelligence (AI) into daily life, particularly through chatbots utilizing natural language processing (NLP), presents both revolutionary potential and unique challenges. This intended to investigate how different input forms impact ChatGPT, a leading language model by OpenAI, performance in understanding and executing complex, multi-intention tasks. Design: Employing a case study methodology supplemented by discourse analysis, the research analyzes ChatGPT's responses to inputs varying from natural language to pseudo-code engineering. The study specifically examines the model's proficiency across four categories: understanding of intentions, interpretability, completeness, and creativity. Setting and Participants: As a theoretical exploration of AI interaction, this study focuses on the analysis of structured and unstructured inputs processed by ChatGPT, without direct human participants. Data collection and analysis: The research utilizes synthetic case scenarios, including the organization of a "weekly meal plan" and a "shopping list," to assess ChatGPT's response to prompts in both natural language and pseudo-code engineering. The analysis is grounded in the identification of patterns, contradictions, and unique response elements across different input formats. Results: Findings reveal that pseudo-code engineering inputs significantly enhance the clarity and determinism of ChatGPT's responses, reducing ambiguity inherent in natural language. Enhanced natural language, structured through prompt engineering techniques, similarly improves the model's interpretability and creativity. Conclusions: The study underscores the potential of pseudo-code engineering in refining human-AI interaction and achieving more deterministic, concise, and direct outcomes, advocating for its broader application across disciplines requiring precise AI responses.

Background: In the contemporary educational landscape, technology has the power to drive innovative pedagogical practices. Overcoming the resistance of teachers and students to adopting new methods and technologies is a challenge that needs to be addressed. Objectives: To evaluate the effectiveness of ChatGPT as a co-advisor in research projects and its influence on the implementation of Project-Based Learning (PBL), as well as overcoming resistance to the use of new pedagogical methodologies. Design: An action-research methodology was employed, including unstructured interviews and the application of questionnaires via Google Forms. Setting and Participants: The research was conducted in an elementary school, involving 353 students and 16 teachers. Data Collection and Analysis: Data were gathered through observations and notes in meetings and interviews, complemented by electronic questionnaires, with quantitative and qualitative analyses performed via Microsoft Excel and Google Forms. Results: The introduction of ChatGPT as a pedagogical tool led to increased student engagement and decreased teacher resistance, reflected in recognition at local science fairs. Conclusion: The study confirmed the utility of ChatGPT in school research co-orientation, highlighting its role in facilitating PBL and promoting cultural changes in educational practice, with proactive school management identified as a catalysing element in adapting to educational innovations.