Exploring large language models as an integrated tool for learning, teaching, and research through the Fogg Behavior Model: a comprehensive mixed-methods analysis

Jyothy, S. N.; Kolil, Vysakh Kani; Raman, Raghu; Achuthan, Krishnashree

doi:10.1080/23311916.2024.2353494

Cogent Engineering

2024

DOI: 10.1080/23311916.2024.2353494

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Exploring large language models as an integrated tool for learning, teaching, and research through the Fogg Behavior Model: a comprehensive mixed-methods analysis

S. N. Jyothy,

Vysakh Kani Kolil,

Raghu Raman

et al.

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2024

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Cited by 2 publications

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What drives economics students to use generative artificial intelligence?

Balytska,

Rašticová,

Versal

et al. 2024

Knowledge and Performance Management

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The increasing integration of Artificial Intelligence (AI) into education requires studying the motives for its use among students. This study aims to identify the key motivations for economics students to use AI and compare these motivations by grade level and gender. The study examines satisfaction with the use of AI and analyzes the number of AI tools used. An anonymous empirical study was conducted among 264 students from the Faculty of Economics at Taras Shevchenko National University of Kyiv, Ukraine. Data analysis included descriptive statistical methods, non-parametric statistical methods, and exploratory factor analysis. The study found that students’ main motivations for using AI are the automation of routine tasks (34.2%) and the need to save time (21.5%), while 18.7% use AI to compensate for lack of experience. Among Bachelor’s students, motivations such as automating routine tasks and saving time increased from 53% to 58% over the course of their studies, while lack of experience decreased from 22% to 15%. In contrast, Master’s students showed a decrease in routine automation (from 36% to 28%) but an increase in the need to compensate for lack of experience (from 15% to 28%) and to save time (from 18% to 25%). In terms of gender, men are more likely to use AI for learning and personal development, while women are slightly more likely to use AI for work. More than 38% of respondents say they need to use at least 2 AIs to achieve their goals. Acknowledgment This publication is based upon work from 24-PKVV-UM-002, ‘Strengthening the Resilience of Universities: Czech-Ukrainian Partnership for Digital Education, Research Cooperation, and Diversity Management,’ supported by the Czech Development Agency and the Ministry of Foreign Affairs under the initiative ‘Capacity Building of Public Universities in Ukraine 2024.’

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What drives economics students to use generative artificial intelligence?

Balytska,

Rašticová,

Versal

et al. 2024

Knowledge and Performance Management

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The Transformative Power of Generative Artificial Intelligence for Achieving the Sustainable Development Goal of Quality Education

Nedungadi,

Tang,

Raman

2024

Sustainability

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This study explored the transformative potential of generative artificial intelligence (GAI) for achieving the UN Sustainable Development Goal on Quality Education (SDG4), emphasizing its interconnectedness with the other SDGs. A proprietary algorithm and cocitation network analysis were used to identify and analyze the network of SDG features in GAI research publications (n = 1501). By examining GAI’s implications for ten SDG4 targets, the findings advocate for a collaborative, ethical approach to integrating GAI, emphasizing policy and practice developments that ensure that technological advancements align with the overarching goals of SDG4. The results highlight the multifaceted impact of GAI on the SDGs. First, this paper outlines a framework that leverages GAI to enhance educational equity, quality, and lifelong learning opportunities. By highlighting the synergy between GAI and the SDGs, such as reducing inequalities (SDG10) and promoting gender equality (SDG5), this study underscores the need for an integrated approach to utilizing GAI. Moreover, it advocates for personalized learning, equitable technology access, adherence to ethical AI principles, and fostering global citizenship, proposing a strategic alignment of GAI applications with the broader SDG agenda. Next, the results highlight that GAI introduces significant challenges, including ethical concerns, data privacy, and the risk of exacerbating the digital divide. Overall, our findings underscore the critical role of policy reforms and innovative practices in navigating the challenges and harnessing the opportunities presented by GAI in education, thereby contributing to a comprehensive discourse on technology’s role in advancing global education and sustainable development.

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Exploring large language models as an integrated tool for learning, teaching, and research through the Fogg Behavior Model: a comprehensive mixed-methods analysis

Cited by 2 publications

References 77 publications

What drives economics students to use generative artificial intelligence?

What drives economics students to use generative artificial intelligence?

The Transformative Power of Generative Artificial Intelligence for Achieving the Sustainable Development Goal of Quality Education

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