Students’ Attitudes towards AI in Teaching and Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68407700%3A21630%2F24%3A00378555" target="_blank" >RIV/68407700:21630/24:00378555 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.3991/ijep.v14i8.52731" target="_blank" >https://doi.org/10.3991/ijep.v14i8.52731</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3991/ijep.v14i8.52731" target="_blank" >10.3991/ijep.v14i8.52731</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Students’ Attitudes towards AI in Teaching and Learning

Popis výsledku v původním jazyce

The use of AI technology in education has generated an increasing interest in teachers, academicians, researchers, and students. This study synthesizes the responses from a survey conducted among 2230 students at a technical university in Czechia, aiming to capture their attitudes towards integrating AI technology in academic settings. We analyzed students’ perceptions on familiarity with the topic, perceived benefits and challenges of AI in education, ethical aspects, and perspectives for their teachers on this technology. A questionnaire was designed and administered within the frame of this study. Results reveal that the majority of respondents are familiar with and use AI technology, most of whom use it `sometimes’ or `commonly.’ Information processing and understanding is the most common purpose for using AI. Time efficiency and accessibility are the most reported advantages of AI, while the potential disadvantages involve credibility, overreliance, misuse, and scope-level concerns. Half of participants suggest students rarely or never consider ethical issues in their AI use. Most students believe that universities should clarify the gray areas regarding how and in which areas AI is allowed by establishing relevant ethical guidelines. Nearly half of student participants report that their teachers are moderately or more open to improving their understanding of AI use, while only a minority report that their teachers use it in practice.

Název v anglickém jazyce

Students’ Attitudes towards AI in Teaching and Learning

Popis výsledku anglicky

The use of AI technology in education has generated an increasing interest in teachers, academicians, researchers, and students. This study synthesizes the responses from a survey conducted among 2230 students at a technical university in Czechia, aiming to capture their attitudes towards integrating AI technology in academic settings. We analyzed students’ perceptions on familiarity with the topic, perceived benefits and challenges of AI in education, ethical aspects, and perspectives for their teachers on this technology. A questionnaire was designed and administered within the frame of this study. Results reveal that the majority of respondents are familiar with and use AI technology, most of whom use it `sometimes’ or `commonly.’ Information processing and understanding is the most common purpose for using AI. Time efficiency and accessibility are the most reported advantages of AI, while the potential disadvantages involve credibility, overreliance, misuse, and scope-level concerns. Half of participants suggest students rarely or never consider ethical issues in their AI use. Most students believe that universities should clarify the gray areas regarding how and in which areas AI is allowed by establishing relevant ethical guidelines. Nearly half of student participants report that their teachers are moderately or more open to improving their understanding of AI use, while only a minority report that their teachers use it in practice.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

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

2024

Kód důvěrnosti údajů

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

Název periodika

International Journal of Engineering Pedagogy

ISSN

2192-4880

e-ISSN

—

Svazek periodika

14

Číslo periodika v rámci svazku

8

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

19

Strana od-do

88-106

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85212518702