One day in January, Eric Wilson dashed off a message to the teaching assistants for an online course at the Georgia Institute of Technology.

“I really feel like I missed the mark in giving the correct amount of feedback,” he wrote, pleading to revise an assignment.

Thirteen minutes later, the TA responded. “Unfortunately, there is not a way to edit submitted feedback,” wrote Jill Watson, one of nine assistants for the 300-plus students.

Last week, Mr. Wilson found out he had been seeking guidance from a computer.

Since January, “Jill,” as she was known to the artificial-intelligence class, had been helping graduate students design programs that allow computers to solve certain problems, like choosing an image to complete a logical sequence.