3. Impact on Learning and Skill Development
- Home
- 1.Formal Report
- 1.1 Introduction to Project
- 1.2 The Emergence of ChatGPT and Limitations of GPT-3.5
- 1.3 Understanding LLMs and Evolution of AI Models
- 1.4 Extending LLM Capabilities and Introduction of ChatGPT o1
- 1.5 A Step Change in AI Capabilities and Key Findings
- 1.6 Performance of AI Models and Urgency for Institutional Action
- 1.7 Recognising the Problem and Specific Regulations
- 1.8 Recommendations and Conclusion
- 2. Student Conversations
- 3. How ChatGPT Performed on University-Level Work
- 4. Suggested Changes and Future Direction of Regulations
- 4.1 Developing Clear Policies on AI Use
- 4.2 Enhancing Student Support and Guidance
- 4.3 Emphasising Skills That AI Cannot Replicate
- 4.4 Adapting Pedagogy and Innovating Assessments
- 4.5 Encouraging Collaborative Solutions Among Stakeholders
- 4.6 Allocating Resources for Training and Support
- 4.7 Adopting Alternative Assessment Methods
- 4.8 Relying on Honour Codes and Academic Integrity Pledges
- 4.9 Designing AI-Resistant Assignments
- 4.10 Using AI Detection Software
- 4.11 Implementing Oral Examinations (VIVAs)
- 5 Opportunities AI Presents
- 6 Tips For Markers on Spotting Potential AI Usage
This section examines how the use of Artificial Intelligence (AI) tools impacts the learning processes and skill development of Mathematics and Statistics students at Warwick University. Through focus group discussions and survey data, we explore both the positive and negative effects of AI on students' academic growth, including their reliance on AI for understanding complex concepts and concerns about over-dependence potentially hindering skill acquisition.
Focus Groups: Two focus groups with 6 students each, conducted in June 2024, were divided into:
- Group 1 (AI Users): Students who use AI tools in their academic work. Responses from this group are referenced using letters (e.g., Student A, Student B).
- Group 2 (Non-AI Users): Students who do not use AI tools. Responses from this group are referenced using numbers (e.g., Student 1, Student 2).
This division ensures a balanced discussion and captures diverse perspectives without perceived conflict.
Group 1: AI Users
Positive Impact
Enhanced Learning Experience
"AI has actually helped me enhance my learning experience... I can scrutinise ChatGPT's answer line by line." — [Student D]
Supporting Survey Data:
- 65% of AI users agree or strongly agree that lecturers should incorporate AI into assignments in a way that still requires critical thinking, indicating belief in AI's role in enhancing learning. (Source)
Assistance with Revision
"It's good for revision plans... it gave me a balance for the 11 exams that I had and helped me prepare for it." — [Student A]
Supporting Survey Data:
- 67% of AI users agree or strongly agree that AI is useful for academic advice, which can include revision strategies. (Source)
Concerns About Over-reliance
Hesitation to Integrate AI Deeply
"I wouldn't say I use it at all to improve my actual learning style." — [Student B]
Supporting Survey Data:
- 35% of AI users use AI tools rarely for assignments, indicating hesitation to integrate AI deeply into their learning practices. (Source)
Group 2: Non-AI Users
Potential Negative Impact
Hindrance to Collaborative Learning
"I think it could be really detrimental in the fact that it cuts out that communication or that working together aspect of the degree." — [Student 5]
Supporting Survey Data:
- 78% of non-AI users disagree or strongly disagree with integrating AI as a co-pilot in future assignments, suggesting concern that AI use could hinder collaborative learning. (Source)
Preference for Traditional Resources
"Using AI might not be the best... there are other places where you can get more complete answers." — [Student 5]
Supporting Survey Data:
- 64% of non-AI users agree or strongly agree that AI usually gives the wrong answer to maths/stats questions, reinforcing the perception that AI is less reliable than traditional resources. (Source)
In-Depth Analysis of Impact on Learning and Skill Development
1. Positive Contributions of AI to Learning
AI users report that AI tools have enhanced their learning experience by providing alternative explanations and facilitating deeper understanding. The ability to analyze AI-generated solutions allows students to engage critically with the material, potentially strengthening their grasp of complex concepts.
2. Concerns Over Over-reliance and Misinformation
Some AI users are cautious about becoming too dependent on AI tools, fearing that it might impede the development of independent problem-solving skills. The risk of encountering incorrect information is a significant concern, as a majority acknowledge that AI often provides wrong answers in mathematical contexts.
3. Non-AI Users' Perspective on Learning Impacts
Non-AI users worry that AI usage could diminish collaborative learning opportunities, which are vital for skill development. They prefer traditional resources, believing them to be more reliable and comprehensive, and are skeptical about AI's ability to contribute positively to their education.
4. The Role of AI Literacy
The effectiveness of AI tools in enhancing learning appears to be linked to the user's level of AI literacy. Students who understand how to critically engage with AI outputs benefit more, while those with limited AI literacy may either misuse the tools or avoid them altogether due to distrust.
5. Balancing AI Use with Skill Development
There is a need to strike a balance between leveraging AI for learning and ensuring that students continue to develop essential analytical and problem-solving skills. Over-reliance on AI could potentially hinder students' ability to tackle challenges independently.
Conclusion and Recommendations
The impact of AI on learning and skill development among Mathematics and Statistics students is multifaceted. While AI tools can enhance understanding and provide valuable assistance, concerns about over-reliance and misinformation persist. Non-AI users emphasize the importance of traditional learning methods and collaboration, expressing skepticism about AI's role in education.
Recommendations:
- Promote AI Literacy:
- Educational Programs: Implement workshops to teach students how to effectively and critically use AI tools, maximizing benefits while minimizing risks.
- Encourage Balanced Use:
- Guidelines for AI Integration: Provide recommendations on how to incorporate AI into study routines without compromising skill development.
- Enhance Reliability of AI Tools:
- Collaborate with Developers: Work with AI developers to improve the accuracy of AI tools in mathematical contexts.
- Foster Collaborative Learning:
- Group Projects and Discussions: Encourage activities that promote peer interaction to balance individual AI use with collaborative skill development.
- Monitor Impact on Learning Outcomes:
- Regular Assessments: Evaluate how AI use affects learning outcomes to inform future teaching strategies.
By implementing these recommendations, the university can help students harness the advantages of AI while ensuring that essential learning and skill development are not compromised.