Introduction

This page presents key insights from focus group discussions on the use of Artificial Intelligence (AI) in Mathematics and Statistics education at Warwick University. Conducted separately with AI users and non-users, the discussions aimed to capture honest and diverse perspectives on how AI tools like ChatGPT are impacting learning experiences, academic integrity, and future career preparedness.

By exploring these themes, we aim to understand the evolving role of AI in higher education and provide a comprehensive overview enriched with direct student quotes and comparisons with survey findings.

Key Themes from the Focus Groups

Explore the detailed discussions through the following sections:

1. Experiences and Attitudes Towards AI

This section examines students' initial reactions to AI in academic settings, their frequency of AI use, and overall attitudes towards incorporating AI into assignments.

Key Insight: AI users found AI tools helpful for coding and clarifying concepts, while non-users expressed skepticism about AI's reliability and potential to undermine learning.

2. Ethical Considerations and Academic Integrity

Delve into students' views on the ethical implications of using AI in assignments. This section explores whether they perceive AI use as cheating and how this perception differs between AI users and non-users.

Key Contrast: Non-AI users largely view AI use in assignments as cheating, expressing concerns about fairness and academic integrity, while AI users see it as a tool for assistance rather than a means to cheat.

3. Impact on Learning and Skill Development

Analyse how AI usage affects students' learning processes and skill development. This section highlights both the benefits and potential drawbacks of AI in supporting academic growth.

Key Finding: AI users reported that AI helps them understand complex ideas and save time, but they also acknowledge the risk of over-reliance and encountering misinformation.

4. The Future of AI in Education: Hopes and Fears

Explore students' perspectives on the future integration of AI in education, including their hopes for how AI could enhance learning and their fears about potential negative impacts on their degrees and careers.

Key Insight: Students are concerned that AI could devalue degrees and reduce the need for critical thinking, but they also see potential for AI to personalise learning and assist with routine tasks.

5. Recommendations for AI Integration

Summarise the key recommendations from students on how AI should be integrated into education. This section reflects their suggestions for guidelines, policy development, and educational practices.

Key Recommendation: Students call for clear guidelines on AI use, equitable access to AI tools, and assignments that still demand critical thinking and problem-solving skills.

Conclusion and Next Steps

The focus group discussions revealed a complex landscape of opinions on AI in education among Mathematics and Statistics students. While AI users recognise the benefits of AI tools for learning and efficiency, non-users express significant concerns about ethical implications and the potential erosion of essential skills.

These insights underscore the need for universities to develop clear policies and educational strategies that address both the opportunities and challenges of AI integration. By fostering open dialogue and providing guidance, institutions can help students navigate the evolving educational environment and prepare for a future where AI plays a significant role.