Artificial Intelligence as a Key Element of the Personal Digital Environment of University Students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F25%3A43977948" target="_blank" >RIV/49777513:23420/25:43977948 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/chapter/10.1007/978-3-031-81261-3_22" target="_blank" >https://link.springer.com/chapter/10.1007/978-3-031-81261-3_22</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-031-81261-3_22" target="_blank" >10.1007/978-3-031-81261-3_22</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Artificial Intelligence as a Key Element of the Personal Digital Environment of University Students

Popis výsledku v původním jazyce

In the digital era, the use of artificial intelligence (AI) tools in education is becoming increasingly significant. This study explores how pre-service teachers at the Faculty of Education, University of West Bohemia in Pilsen, integrate AI tools into their personal learning environments. Utilizing a qualitative approach, the research involved in-depth semi-structured interviews with six students who actively engaged with AI tools in their studies. The findings reveal that students primarily use AI for structuring educational content, sourcing information, and generating study aids, such as flashcards and practice quizzes. Tools such as ChatGPT and Microsoft Copilot are frequently mentioned, with students noting specific preferences for each, based on functionality, such as source citation and customization of outputs. The study indicates that while students appreciate the efficiency and personalized learning assistance offered by AI, they remain vigilant about verifying the accuracy and relevance of the information provided. Ethical considerations and a degree of skepticism about the replacement of traditional educational roles by AI are also discussed. Overall, the use of AI in education at the university level is viewed positively by the participants, suggesting a growing acceptance and reliance on these tools in higher education settings. This research provides insights into the current utilization of AI in education and highlights the importance of continuous investigation into the practical implications of AI in learning processes.

Název v anglickém jazyce

Artificial Intelligence as a Key Element of the Personal Digital Environment of University Students

Popis výsledku anglicky

In the digital era, the use of artificial intelligence (AI) tools in education is becoming increasingly significant. This study explores how pre-service teachers at the Faculty of Education, University of West Bohemia in Pilsen, integrate AI tools into their personal learning environments. Utilizing a qualitative approach, the research involved in-depth semi-structured interviews with six students who actively engaged with AI tools in their studies. The findings reveal that students primarily use AI for structuring educational content, sourcing information, and generating study aids, such as flashcards and practice quizzes. Tools such as ChatGPT and Microsoft Copilot are frequently mentioned, with students noting specific preferences for each, based on functionality, such as source citation and customization of outputs. The study indicates that while students appreciate the efficiency and personalized learning assistance offered by AI, they remain vigilant about verifying the accuracy and relevance of the information provided. Ethical considerations and a degree of skepticism about the replacement of traditional educational roles by AI are also discussed. Overall, the use of AI in education at the university level is viewed positively by the participants, suggesting a growing acceptance and reliance on these tools in higher education settings. This research provides insights into the current utilization of AI in education and highlights the importance of continuous investigation into the practical implications of AI in learning processes.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

15th International Scientific Conference on Distance Learning in Applied Informatics. DiVAI 2024. EAI/Springer Innovations in Communication and Computing

ISBN

978-3-031-81260-6

ISSN

2522-8595

e-ISSN

2522-8609

Počet stran výsledku

10

Strana od-do

285-294

Název nakladatele

Springer Cham

Místo vydání

Cham

Místo konání akce

Štúrovo, Slovensko

Datum konání akce

30. 9. 2024

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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