Building Interactive Learning with ChatGPT: Arkapravo Sarkar’s Approach at Suffolk University
How custom GPTs, real-world simulations, and hands-on projects are transforming business education
Dr. Arka Sarkar is an Assistant Professor of Marketing at Suffolk University in Boston. In this interview, Dr. Sarkar discusses how AI is being used in SBS 298 and MKT 898.
Source note: This is an edited interview adapted from a narrated video submitted to OpenAI. Watch the associated video in OpenAI Academy.
Intro
Dr. Arkapravo (”Arka”) Sarkar is pioneering the integration of generative AI into business education at Suffolk University Boston. In this conversation, he shares how he leverages ChatGPT—through custom GPTs, interactive simulations, and live client projects—to create engaging, real-world learning experiences for both undergraduate and graduate students. From demystifying statistics to simulating complex systems and partnering with the Boston Celtics, Dr. Sarkar’s work exemplifies the next frontier in teaching with AI.
The Interview
Q: Dr. Sarkar, you’re known for your innovative use of ChatGPT in your courses. Can you walk us through some of the ways you’re using it in your teaching?
Sarkar: Absolutely. I’ve been experimenting with ChatGPT across both my undergraduate and graduate courses. Let me highlight four key use cases. First, I created a custom GPT as a course companion for my undergraduate class, “SBS 298: Tackling Global Wicked Problems.” This GPT acts almost like a supercharged teaching assistant—available 24/7—helping students navigate course content, deadlines, and expectations. For example, students can ask, “What does Module II look like?” and instantly get a week-by-week breakdown, key highlights, and resources. It’s a way for students to stay engaged and supported outside the classroom.
Q: That’s a powerful support tool. How do you use ChatGPT to bring abstract concepts to life, especially in areas like statistics?
Sarkar: Glad you asked. Statistics can be dry, so I often try to make it more interactive with GenAI. For example, using ChatGPT’s canvas mode, I built a simulation to demonstrate the Central Limit Theorem. With that tool, students can manipulate different distributions—Uniform, Exponential, Bernoulli, Normal, etc.—adjust sample sizes, and watch how the resulting graphs change in real time. For instance, increasing the sample size smooths out the bell curve, making the concept visually intuitive. Such hands-on, visual approach helps students internalize statistical ideas that are often hard to grasp through lectures alone.
Q: You also mentioned systems thinking and stakeholder simulations. How does that work in your classroom?
Sarkar: Systems thinking is the backbone of my “Tackling Global Wicked Problems” course. Last year, we focused on food insecurity in Massachusetts as our wicked problem. I built a 12-month simulation where students could adjust variables for stakeholders like local farmers, government, nonprofits, and consumers. They’d see in real time how changes—like farmers raising prices or governments increasing support—affected food access, farmer viability, and system sustainability. I even programmed in random surprise events, like severe weather or budget cuts, to mimic real-world unpredictability. Students not only interacted with these simulations but also learned to build their own dashboards for their final projects, presenting to external guest judges.
Q: That’s impressive. How did you extend this approach to your graduate-level work with the Boston Celtics?
Sarkar: In my graduate course, I leveraged Sawyer Business School’s ongoing partnership with the Boston Celtics and worked on a real client project. The Celtics’ Marketing team wanted to know how to better engage Portuguese and Spanish-speaking audiences on emerging social media platforms. Traditionally, in a course like this, after a semester-long research, students would finally present a deck of slides with their recommendations to the client. This time, we built interactive dashboards—again using ChatGPT’s canvas mode—where the Celtics’ team could experiment with variables like region, platform, content style, language, budget, and influencer strategy. For example, selecting Brazil, Portuguese language, and a higher budget would instantly show projected reach, engagement, and sentiment. The dashboards made our recommendations tangible and actionable for the client, and students gained experience delivering real solutions.
Q: What’s next for you and your students as these AI tools keep evolving?
Sarkar: I’m excited about new features like ChatGPT’s study and learn mode, the capabilities of GPT-5, and exploring Codex for data analysis as I prepare to teach a new course, MKT 320: Marketing Research with GenAI in Fall of 2026. I’m exploring how these can further personalize learning and deepen engagement. My goal is to keep pushing the boundaries of what’s possible—helping students not just learn about AI, but use it to solve real problems and create value in the world.
What Stands Out
Core idea: Dr. Sarkar’s approach centers on making AI a hands-on partner in learning, not just a topic of study. By embedding ChatGPT into course structures, he creates environments where students can experiment, iterate, and learn by doing.
Classroom design: The classroom becomes a living lab, with custom GPTs, interactive simulations, and real-world projects. Students don’t just consume information—they build, test, and present their own solutions, often to external audiences.
Student impact: Students report greater engagement, deeper understanding of complex concepts, and enhanced confidence in using AI tools. They leave with practical skills and the experience of delivering work to real clients.
Transferable lesson: Any educator can adapt these methods—using AI to scaffold learning, visualize abstract ideas, and connect coursework to authentic challenges. The key is to start small, iterate, and invite students to co-create the journey.
Bio
Arkapravo Sarkar is an Assistant Professor of Marketing at Suffolk University in Boston. He specializes in integrating generative AI tools like ChatGPT into business education to foster innovation, systems thinking, and hands-on problem-solving. He is a recipient of Suffolk’s 2025 Innovative Teaching Award, a winner of the university’s Faculty AI Hackathon, and a recipient of the 2026 Dean’s Excellence Award in Research at the Sawyer Business School.