The increasing prevalence of AI-based tutoring systems in higher education is opening new avenues for enhancing student learning experiences. This study examines GPTutor, a ChatGPT-powered programming tool designed to assist students in engaging with complex theories by facilitating reflection on learning materials and encouraging the exploration of unfamiliar knowledge. A custom learning space within the university's GPTutor platform was developed specifically for an applied business ethics course. In other words, students have access only to the learning materials uploaded by the instructor. A pilot study was conducted in Hong Kong with 106 undergraduate students to explore their attitudes toward using GPTutor as part of a pre-class learning activity. In October 2024, a self-administered survey was distributed via the university's Learning Management System before the lesson. The results indicate that students have a positive attitude towards using the custom-designed GPTutor as an educational resource to achieve their learning goals. Students view GPTutor as a valuable tool, offering the convenience of summarizing and analyzing pre-reading materials anytime and anywhere. It acts as a 24-hour personalized tutor, effectively catering to their individual learning needs. The study also examines their perceived competence level in using the tool, as it plays a crucial role in enhancing students' readiness to self-learn the subject content, which was often overlooked. Additionally, incentives are seen as effective motivators to encourage students to prepare for lectures in advance. The findings provide valuable insights into student perceptions and highlight the potential of integrating AI-based tools like GPTutor into pedagogical models to enhance learning outcomes in the future.

Keywords: Active learning, business ethics, educational technology, GPTutor, higher education, undergraduates.