Students' Perceptions of the Impact of Generative Artificial Intelligence (GenAI) on Learning in the Classroom or at Home
DOI:
https://doi.org/10.18662/rrem/17.3/1030Keywords:
generative artificial intelligence, education, learning, assessment, educational perspectivesAbstract
The emergence of ChatGPT and other artificial intelligence systems has brought and will continue to bring about significant transformations in various areas of socio-economic activity. Education is no exception, being profoundly influenced by these technological developments. Substantial changes are expected in teaching, learning and assessment processes, impacting both teachers and students. Teachers will need to acquire new skills to integrate artificial intelligence into their teaching activities, and students will have to learn to use these technologies to develop their creativity and innovative thinking skills. These transformations will influence educational curricula and require adjustments in educational policies. Our study focused on how the 292 students of the Politehnica University of Timişoara, of both genders and from 4 years of study, from the undergraduate level, from 9 faculties perceive artificial intelligence and its impact on their learning. Data was collected through a questionnaire that analyzed students' perceptions of the influence of generative artificial intelligence (GenAI) on their learning activities both in the classroom and at home. We also investigated their views on the long-term effects of generative artificial intelligence (GenAI) on education. The results indicate a positive but reserved perception, mainly due to uncertainties about future developments of this technology. This attitude is influenced more by a lack of control over the unknown than by pessimism or a complete distrust of the positive potential of the technology in people's lives.
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