Qualitative and quantitative analysis of student's perceptions in the use of generative AI in educational environments
Project Overview
The document examines the role of generative AI in education, showcasing its ability to personalize learning experiences, boost student engagement, and equip learners for careers in STEM fields. It references a study that explored students' perceptions and experiences with generative AI tools, uncovering both beneficial outcomes, such as improved learning engagement, and notable challenges, particularly in the context of teacher involvement with these technologies. The findings highlight the necessity for educators to receive training in AI to effectively integrate these tools into their teaching practices. Additionally, the document addresses ethical considerations surrounding the use of AI in educational settings, emphasizing the importance of understanding the implications of these technologies on both teaching and learning. Overall, it underscores the promise of generative AI as a transformative force in education, while also calling attention to the need for careful implementation and support for educators.
Key Applications
Generative AI Creative Tools
Context: Students in high school settings, including those in Madrid, Spain, learning through various AI-driven applications to foster creativity, critical thinking, and practical skills in different subjects such as STEM, art, and culinary practices.
Implementation: Students interact with generative AI tools like Doodle-dash, AutoDraw, and Smart Cuisine to create, interpret, and generate content (e.g., drawings, recipes) based on their inputs. These tools promote engagement through collaborative projects, artistic expression, and sustainable cooking practices while integrating discussions on ethical implications and resource use.
Outcomes: Increased student interest in STEM careers, enhanced creativity and artistic expression, practical cooking skills, and improved understanding of AI's role in various educational contexts. Students, particularly those with disabilities, have shown improved critical thinking and resource management skills.
Challenges: Limited teacher engagement with AI technologies, complexity of introducing AI concepts to students without prior knowledge, potential accessibility issues for students with neurodegenerative disorders, and students' reliance on technology potentially hindering traditional skill development.
Implementation Barriers
Technical
Challenges in integrating AI tools into the classroom, including technical limitations and the need for teacher training.
Proposed Solutions: Professional development for educators to better understand and utilize AI technologies in their teaching.
Ethical
Concerns regarding the ethical implications of AI use, including bias and the need for responsible usage.
Proposed Solutions: Education on ethical AI practices and discussions about the implications of AI in society.
Engagement
Limited encouragement from teachers for students to use AI as a resource in their studies.
Proposed Solutions: Encouraging educators to integrate AI tools into their curriculum and provide support for students' use of these technologies.
Project Team
Sergio Altares-López
Researcher
José M. Bengochea-Guevara
Researcher
Carlos Ranz
Researcher
Héctor Montes
Researcher
Angela Ribeiro
Researcher
Contact Information
For information about the paper, please contact the authors.
Authors: Sergio Altares-López, José M. Bengochea-Guevara, Carlos Ranz, Héctor Montes, Angela Ribeiro
Source Publication: View Original PaperLink opens in a new window
Project Contact: Dr. Jianhua Yang
LLM Model Version: gpt-4o-mini-2024-07-18
Analysis Provider: Openai