Revolutionizing education: Artificial intelligence empowered learning in higher education

Rahiman, Habeeb Ur; Kodikal, Rashmi

doi:10.1080/2331186x.2023.2293431

Cited by 56 publications

(11 citation statements)

References 98 publications

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“…The output was evaluated, explored via recent studies, and finalized by the author (see Section 3). In line with recent research, it was shown that AI can be harnessed to enhance pedagogical practices in higher education in various ways including personalized learning [35][36][37], automated assessment and feedback generation [1,40], virtual assistants and chatbots [1,41], content creation [45], language translation and support [4], research assistance, simulations, and virtual labs [43]. Additionally, educational affordances that have the potential to enhance the teaching and learning experience for educators and students regard collaboration and communication [43], resource recommendation, time management, and accessibility [1].…”

Section: Discussionsupporting

confidence: 61%

“…A recent review [39] suggests that higher education institutions may embrace AI tools within the assessment process. Implementing AI in assessment was associated with more robust assessment methods and increased educators' engagement levels [40]. Evaluating the impact of AI on teaching and learning outcomes requires careful consideration of various metrics and methodologies.…”

Section: Automated Assessment and Feedback Generationmentioning

confidence: 99%

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Generative Artificial Intelligence in Higher Education: Exploring Ways of Harnessing Pedagogical Practices with the Assistance of ChatGPT

Nikolopoulou

2024

IJCE

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There is a growing interest in using generative artificial intelligence (AI) for educational purposes within the higher education environments, while AI applications (such as ChatGPT) can transform traditional teaching and learning methods. ChatGPT is an advanced AI tool that generates new content and human-like responses. The purpose of this paper is to use ChatGPT as a research assistant in order to explore ways AI can be harnessed to enhance pedagogical practices in higher education. This is a qualitative study, in which the output-responses generated by ChatGPT provided a starting point for the investigation. AI can be harnessed to enhance pedagogical practices in higher education in various ways including personalized learning, automated assessment and feedback generation, virtual assistants and chatbots, content creation, resource recommendation, time management, language translation and support, research assistance, simulations and virtual labs. Other educational affordances that can strengthen the teaching and learning experience regard collaboration and communication, accessibility and inclusivity, as well as AI literacy. When implementing AI tools such as ChatGPT in higher education, ethical considerations (e.g., data privacy, transparency, accessibility, cultural sensitivity), potential misuses and concerns need to also be addressed. Although ChatGPT can aid the generation of content-ideas for further exploration, it is a complementary-supportive tool, and its output necessitates human evaluation and review. The integration of ChatGPT and other AI tools in the higher educational process/practices has implications for educators, students, design of curricula, and university policy makers.

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Section: Discussionsupporting

confidence: 61%

Section: Automated Assessment and Feedback Generationmentioning

confidence: 99%

Generative Artificial Intelligence in Higher Education: Exploring Ways of Harnessing Pedagogical Practices with the Assistance of ChatGPT

Nikolopoulou

2024

IJCE

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“…Table (4) indicates that most of the study participants of ( 123) representing (61.5%) that have (3-5 years) involvement period in online higher education. Knowing that this questionnaire uses 5 points Likert scale, where (5= Highest degree), and (1= Lowest degree), the following Descriptive Statistics can be provided: Table (5) indicates that, the highest mean score of (3.93) and std. deviation of (0.916) indicate that teachers in study sample utilize AI applications, such as virtual teaching assistants or learning analytics tools, which had led to enhance their online teaching practices.…”

Section: Previous Studiesmentioning

confidence: 99%

The Role of Artificial Intelligence Applications in Enhancing the Quality of Online Higher Education

Ahmed

2024

IJFAES

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The aim of this research is to assess and quantify the impacts of leveraging artificial intelligence (AI) applications on enhancing the quality benchmarks in online higher education programs in the kingdom of Saudi Arabia. Specifically, the study will survey a sample of 200 instructors and students involved in the online education process to evaluate their perceptions of how AI-enabled functionalities influence key quality indicators. This research follows a quantitative methodology to meet the core research objectives of assessing the impacts of AI adoption on online education quality. The target population encompasses all students and instructors engaged in remote higher education programs across universities in Saudi Arabia. Based on sample size power calculations, a sample of 200 participants will be recruited, including both undergraduate and graduate-level students enrolled in fully online degree courses as well as instructors directly responsible for teaching remote classes. The findings of the research revealed that a Pearson Correlation of 0.784 and a p-value of 0.039 (less than significance level of alpha=.05) suggests a significant positive association between AI Applications and the Quality of Online Higher Education provided by teachers. And a Pearson Correlation of 0.861 and a p-value of 0.022 (less than significance level of alpha=.05) suggests a significant positive association between AI Applications and the Quality of Online Higher Education for students.

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“…The domain of higher education is set for a new transformative era [1,2]. This transformation will be driven by the infiltration of artificial intelligence (AI) into various academic aspects [3][4][5][6][7]. Specifically, the incorporation of AI into higher education can help in enhancing personalized learning, supporting research, automating the grading, facilitating the humancomputer interaction, time-saving assistance, and enhancing the students' satisfaction [8][9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, the stakeholders in the academia must strike the right balance between embracing technological innovations while preserving the core values of education [30][31][32]. Thus, the integration of AI into higher education is inevitable, and the academic organizations must adapt to this evolution [3]. This adaptation involves the need to emphasize educational aspects such as self-reflection, critical thinking, problem-solving, and independent learning [33].…”

Section: Introductionmentioning

confidence: 99%

Human versus Artificial Intelligence: ChatGPT-4 Outperforming Bing, Bard, ChatGPT-3.5, and Humans in Clinical Chemistry Multiple-Choice Questions

Sallam,

Al-Salahat,

Eid

et al. 2024

Preprint

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The advances in large language models (LLMs) are evolving rapidly. Artificial intelligence (AI) chatbots based on LLMs excel in language understanding and generation, with potential utility to transform healthcare education and practice. However, it is important to assess the performance of such AI models in various topics to highlight its strengths and possible limitations. Therefore, this study aimed to evaluate the performance of ChatGPT (GPT-3.5 and GPT-4), Bing, and Bard compared to human students at a postgraduate master’s (MSc) level in Medical Laboratory Sciences. The study design was based on the METRICS checklist for the design and reporting of AI-based studies in healthcare. The study utilized a dataset of 60 Clinical Chemistry multiple-choice questions (MCQs) initially conceived for assessment of 20 MSc students. The revised Bloom’s taxonomy was used as the framework for classifying the MCQs into four cognitive categories: Remember, Understand, Analyze, and Apply. A modified version of the CLEAR tool was used for assessment of the quality of AI-generated content, with Cohen’s κ for inter-rater agreement. Compared to the mean students’ score which was 40/60 (66.8%), GPT-4 scored 54/60 (90.0%), followed by Bing (46/60, 76.7%), GPT-3.5 (44/60, 73.3%), and Bard (40/60, 66.7%). Statistically significant better performance was noted in lower cognitive domains (Remember and Understand) in GPT-3.5, GPT-4, and Bard. The CLEAR scores indicated that ChatGPT-4 performance was “Excellent” compared to “Above average” performance of ChatGPT-3.5, Bing, and Bard. The findings indicated that ChatGPT-4 excelled in the Clinical Chemistry exam, while ChatGPT-3.5, Bing, and Bard were above-average. Given that the MCQs were directed to postgraduate students with a high degree of specialization, the performance of these AI chatbots was remarkable. Due to the risks of academic dishonesty and possible dependence on these AI models, the appropriateness of MCQs as an assessment tool in higher education should be re-evaluated.

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Revolutionizing education: Artificial intelligence empowered learning in higher education

Cited by 56 publications

References 98 publications

Generative Artificial Intelligence in Higher Education: Exploring Ways of Harnessing Pedagogical Practices with the Assistance of ChatGPT

Generative Artificial Intelligence in Higher Education: Exploring Ways of Harnessing Pedagogical Practices with the Assistance of ChatGPT

The Role of Artificial Intelligence Applications in Enhancing the Quality of Online Higher Education

Human versus Artificial Intelligence: ChatGPT-4 Outperforming Bing, Bard, ChatGPT-3.5, and Humans in Clinical Chemistry Multiple-Choice Questions

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