Review of Ai in Education: Transforming Learning Environments in Africa

Onyebuchi Nneamaka Chisom,; Chika Chioma Unachukwu,; Blessing Osawaru,

doi:10.51594/ijarss.v5i10.725

Cited by 6 publications

References 36 publications

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Are Low and Middle-Income Country Universities “AI Resilient”: Exploring the Use of ChatGPT among Medicine and Health Sciences Students in Rwanda.

NUMVIYUMUKIZA,

NIYONSENGA,

NIYIBIZI

et al. 2024

Preprint

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Introduction ChatGPT, launched in 2022, has rapidly become a popular AI tool used in academia and professional settings. This study explores its use, perceived strengths and weakness, perceived benefits and risks, and future potential among students in the College of Medicine and Health Sciences at the University of Rwanda, particularly focusing on its implications for education in Low- and Middle-Income Countries (LMICs). Methods A qualitative study was conducted using in-depth structured interviews with 30 purposively selected students during the United for Health Days 2023. Participants who had used ChatGPT were employed. Interviews were transcribed, translated, and analyzed using thematic analysis. Results ChatGPT was primarily used for academic assignments, professional growth, and extracurricular activities. It was highly effective for literature reviews and class assignments but less useful for tasks requiring advanced technical skills like scientific computing or clinical case analysis. Major benefits were increased productivity, ease of use, and 24/7 availability. Risks included overreliance on the tool, potential reduction in critical thinking, ethical concerns regarding academic integrity, and accuracy limitations. Recommendations included improving data accuracy, developing AI-related policies, and offering training to users. Conclusion As AI technologies like ChatGPT transform education, LMICs face unique challenges in adapting their systems. This study underscores the risk of widening educational disparities between LMICs and High-Income Countries (HICs), emphasizing the urgent need to develop AI resilience in LMIC universities. Strengthening AI integration and policy frameworks will be key to ensuring equitable and competitive education in a rapidly evolving digital landscape.

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Are Low and Middle-Income Country Universities “AI Resilient”: Exploring the Use of ChatGPT among Medicine and Health Sciences Students in Rwanda.

NUMVIYUMUKIZA,

NIYONSENGA,

NIYIBIZI

et al. 2024

Preprint

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The Double-Edged Sword of Artificial Intelligence (AI) in Education

Assefa

2024

JoQiE

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Objective: The purpose of this paper is to conduct a thorough review and investigation on the function and importance of AI in education. The development of technology in the sector, and the emergence of raising interest to apply this AI technologies with a view to enable disruptive efficiencies across all aspects of education. Methodology: The study uses a systematic review of literature for exploring the existing literatures and research findings about AI implementation in Education. For learning it tells you good & bad about AI of bunchy resources, And changes because of the whether educational practices. Results: The results suggest that AI can greatly improve the personalization of learning, being able to provide tailored activities beyond traditional strategies. But the review also highlights worries over inequalities that may arise if only a specialist few can call upon top-notch AI tools possibly deepening of the achievement gap. Furthermore, a sanguine reliance on automated solutions could compromise the core human element in education and stymie social-emotional development for our students. Originality/value: Given the tendency for increased transparency, accountability and potential bias of AI systems in this critical domain leading to possible discrimination practices (e.g. admissions, grading etc) it is felt that the paper has great value contribution. There needs to be a spirit among policymakers, educators and developers working together to ensure that AI in education is implemented following certain principles.

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An Artificial Intelligence-Powered Chatbot-Integrated Web-Based Application

Hashiyana,

Kamati

2024

Advances in Business Strategy and Competitive Advantage

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Universities are increasingly adopting AI to enhance student support. This study focuses on the development of an AI-powered chatbot for integration into the University of Namibia's website, aimed at addressing common queries and improving efficiency. Traditionally, students and staff at UNAM relied on telephone calls or emails to resolve inquiries, which was time-consuming. The chatbot offers a scalable, accessible alternative for managing these requests. The research employed an iterative development methodology driven by user feedback. The project successfully achieved its primary goal of enhancing service efficiency at UNAM. Although it comes with certain limitations, user retention is expected to increase over time. In conclusion, this study provides a framework for future AI-driven support systems in higher education, particularly for student and staff technical support.

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Review of Ai in Education: Transforming Learning Environments in Africa

Cited by 6 publications

References 36 publications

Are Low and Middle-Income Country Universities “AI Resilient”: Exploring the Use of ChatGPT among Medicine and Health Sciences Students in Rwanda.

Are Low and Middle-Income Country Universities “AI Resilient”: Exploring the Use of ChatGPT among Medicine and Health Sciences Students in Rwanda.

The Double-Edged Sword of Artificial Intelligence (AI) in Education

An Artificial Intelligence-Powered Chatbot-Integrated Web-Based Application

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