THE IMPACT OF ARTIFICIAL INTELLIGENCE ON STUDENT LEARNING
Authors: Tushar Jain, Shubham Murmure, Ayush Meshram
Introduction:
Artificial Intelligence (Al) is transforming student learning by personalizing education, offering adaptive learning tools, and enhancing engagement through interactive platforms, it provides real-time feedback, helping students understand concepts at their educators to tailor lessons to individual needs, improving learning outcomes and efficiency.
Objective:
To know the impact of artificial intelligence on student learning
Literature Review:
Sandra at al (2024) stated that the impact of generative artificial intelligence (Gen All on higher education (HE) using a mixed research approach, including bibliometric analysis and student perceptions by examining 54 publications and surveying 112 computer science students from bao institutions, the study finds that while Gen Al enhances academic work and feedback, it requires pedagogical support to develop critical, ethical, and digital literacy skills. The research concludes that not effectively integrating Gen al in Ht hampers educational progress and prepares students Inadequately for an AI-driven world
Jereb et al (2024) stated that the use of artificial intelligence (4) toob in education from students perspectives. A quantitative study involving 258 university students in slovenia used an e-survey to gather data on Al tool usage for academic purposes. The results show general familiarity with a concepts, with popular tours like Chatgpt and Grammarly used for information retrieval and idea generation Differences in usage were observed by gender and field of study, The study concludes that Al is transforming higher aducation by creating personalized learning environments, but further research with broader, more diverse samples is needed to understand global AI tool usage in education.
Data Collection:
For the above problem we framed 5 questions on the Likert Scale and we approached 100 students of KBS with google form. With the answers strongly disagree, disagree, neutral, agree and strongly agree. They were coded as 5,4,3,2 and 1. 50 that hypothesised mean is 3. Also, for each question mean, standard deviation, standard error and z-scores were calculated. The questions were as follows:
1. Al tools improve my academic performance.
2. Al-generated content helps me understand topics better.
3. I trust Al for accurate information.
4. Overuse of Al affects my critical thinking skills.
5. Al improves my writing and research skills.
Data Analysis:
|
Column |
Q 1 |
Q 2 |
Q 3 |
Q 4 |
Q 5 |
|
Mean |
3.08 |
3.42 |
3 |
3.61 |
2.92 |
|
SD |
1.4 |
1.22 |
1.18 |
1.32 |
1.31 |
|
SE |
0.14 |
0.12 |
0.19 |
0.13 |
0.13 |
|
Z |
0.57 |
3.43 |
0 |
4.6 |
-0.61 |
|
Result |
Neutral |
Positive |
Neutral |
Positive |
Neutral |
Conclusion:
1. Al tools improve my academic performance – The impact of AI on academic performance is neutral, indicating that while some students find it beneficial, others do not experience significant improvement.
2. AI-generated content helps me understand topics better – AI-generated content positively enhances students’ understanding of topics, making learning more accessible and efficient.
3. I trust AI for accurate information – Trust in AI for accurate information is neutral, suggesting that students neither fully rely on nor completely distrust AI-generated content.
4. Overuse of AI affects my critical thinking skills – AI overuse has a positive correlation with critical thinking concerns, implying that excessive dependence on AI may reduce independent problem-solving skills.
5. AI improves my writing and AI research skills – AI negatively impacts writing and research skills, suggesting that it may not always contribute to the development of strong analytical and writing abilities.
Reference:
Sandra Saúde & João Paulo Barros & Inês Almeida, 2024. “Impacts of Generative Artificial Intelligence in Higher Education: Research Trends and Students’ Perceptions,” Social Sciences, MDPI, vol. 13(8), pages 1-19, August.
Jereb Eva & Urh Marko, 2024. “The Use of Artificial Intelligence among Students in Higher Education,” Organizacija, Sciendo, vol. 57(4), pages 333-345.