THE USE OF AI IN LEARNING: A STUDY AT THAI NGUYEN UNIVERSITY OF EDUCATION
Abstract
This study investigates the use and attitudes of students towards artificial intelligence (AI) in learning at Thai Nguyen University of Education, with a focus on how AI supports academic activities and the concerns it generates. The findings demonstrate that AI substantially enhances students' access to information, improves their skills, and boosts learning outcomes; however, concerns about over-dependence on technology remain prevalent. Furthermore, the study reveals distinct patterns in AI usage between students in the natural sciences and social sciences, with each group using AI tools for different purposes. Based on these insights, recommendations are made to establish appropriate AI usage guidelines and promote self-directed learning skills. The study highlights the potential of AI to transform higher education, emphasizing the importance of addressing ethical and practical guidelines to ensure the responsible use of AI to maximize its benefits.
Downloads
References
Ahmad, A., Sahoo, S., & Smith, J. (2023). Towards human-bot collaborative software architecting with ChatGPT. In Proceedings of the 27th International Conference on Evaluation and Assessment in Software Engineering (pp. 279–285). https://doi.org/10.1145/3593434.3593468
Aydin, O., & Karaarslan, E. (2022). OpenAI ChatGPT generated literature review: Digital twin in healthcare. In Emerging Computer Technologies 2 (pp. 22–31). https://doi.org/10.2139/ssrn.4308687
Grassini, A. (2023). The potential of AI in educational transformation: ChatGPT as a tool for personalized learning. Education Technology & Research Journal, 16(2), 100–113.
AlAfnan, M. A., Smith, L., & Chen, J. (2023). ChatGPT as an educational tool: Opportunities, challenges, and recommendations for communication, business writing, and composition courses. Journal of Artificial Intelligence and Technology, 3(2), 60–68. https://doi.org/10.37965/jait.2023.0184
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239.
https://doi.org/10.1080/14703297.2023.2190148
Farrokhnia, M., Naghavi, N., & Parhizkar, M. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474.
https://doi.org/10.1080/14703297.2023.2195846S
Dempere, D., & Lee, J. (2023). The future of education with AI tools: New perspectives and methodologies. Educational Research Review, 25(4), 74–89.
Bleumink, A., & Shikhule, A. (2023). Keeping AI honest in education: Identifying GPT-generated text. Edukado AI Research. Retrieved from https://cdn.aicheatcheck.com/Keeping_AI_Honest_in_Education__Identifying_GPT_generated_text.pdf
Chiu, T. K. F. (2023). The impact of Generative AI (GenAI) on practices, policies, and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2023.2253861
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the Global Publication House will have the full right to remove the published article on any misconduct found in the published article.
