Familiarity, use, and perception of AI-powered tools in higher education

Vorschaubild
Autor:in (Körperschaft)
Publikationsdatum
2024
Typ der Arbeit
Studiengang
Typ
04B - Beitrag Konferenzschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Artificial intelligence for human-technologies-economy sustainable development. Proceedings of the Makelearn, TIIM & PIConf international conference
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
18
Patentnummer
Verlag / Herausgebende Institution
ToKnowPress
Verlagsort / Veranstaltungsort
Lublin
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Purpose: AI-powered tools and the use of these tools for teaching and learning have grown exponentially. While there are several studies that examine students' use of AI tools for learning, the results are inconclusive. The purpose of this study is to gain a better understanding of students' familiarity and use of various AI-powered tools for learning, and to gain greater insight into students' perspectives on the benefits and risks of using AI-powered tools in educational settings. Study design/methodology/approach: The study deployed a survey to understand and compare the degree of familiarity and use of AI-powered tools among first and final-year university students. Additionally, several questions focused specifically on students' concerns regarding the use of AI in their studies. Findings: Results indicate that first-year students exhibited a higher level of familiarity with AI tools prior to the start of their studies, while final-year students demonstrated a deeper and more diverse usage of these technologies. Despite concerns raised, the study does not conclusively support negative impacts on student engagement or development of critical thinking skills. While the study indicated that students are well aware of the general limitations of AI use, they did feel not well supported nor informed as to how AI-powered tools can be used within their studies and have expressed the need for greater support and guidance from the university. Originality/value: Research findings have significant implications for educational institutions and policymakers as they strive to leverage AI effectively to enhance the learning experience while addressing concerns and preferences in this rapidly evolving educational environment.
Schlagwörter
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Projekt
Veranstaltung
MakeLearn, TIIM & PIConf 2024 International Conference
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
23.05.2024
Enddatum der Konferenz
25.05.2024
Datum der letzten Prüfung
ISBN
978-961-6914-31-4
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Diamond
Lizenz
'https://creativecommons.org/licenses/by-sa/4.0/'
Zitation
NIKOULINA, Anya und Anna CARONI, 2024. Familiarity, use, and perception of AI-powered tools in higher education. In: Valerij DERMOL (Hrsg.), Artificial intelligence for human-technologies-economy sustainable development. Proceedings of the Makelearn, TIIM & PIConf international conference. Lublin: ToKnowPress. 2024. S. 18. ISBN 978-961-6914-31-4. Verfügbar unter: https://doi.org/10.26041/fhnw-11092