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      The impact of AI on education and careers: What do students think?

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          Abstract

          Introduction

          Providing one-on-one support to large cohorts is challenging, yet emerging AI technologies show promise in bridging the gap between the support students want and what educators can provide. They offer students a way to engage with their course material in a way that feels fluent and instinctive. Whilst educators may have views on the appropriates for AI, the tools themselves, as well as the novel ways in which they can be used, are continually changing.

          Methods

          The aim of this study was to probe students' familiarity with AI tools, their views on its current uses, their understanding of universities' AI policies, and finally their impressions of its importance, both to their degree and their future careers. We surveyed 453 psychology and sport science students across two institutions in the UK, predominantly those in the first and second year of undergraduate study, and conducted a series of five focus groups to explore the emerging themes of the survey in more detail.

          Results

          Our results showed a wide range of responses in terms of students' familiarity with the tools and what they believe AI tools could and should not be used for. Most students emphasized the importance of understanding how AI tools function and their potential applications in both their academic studies and future careers. The results indicated a strong desire among students to learn more about AI technologies. Furthermore, there was a significant interest in receiving dedicated support for integrating these tools into their coursework, driven by the belief that such skills will be sought after by future employers. However, most students were not familiar with their university's published AI policies.

          Discussion

          This research on pedagogical methods supports a broader long-term ambition to better understand and improve our teaching, learning, and student engagement through the adoption of AI and the effective use of technology and suggests a need for a more comprehensive approach to communicating these important guidelines on an on-going basis, especially as the tools and guidelines evolve.

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          Most cited references42

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          Using thematic analysis in psychology

          Virginia Braun, Victoria Clarke (2016)
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            ChatGPT for good? On opportunities and challenges of large language models for education

            Enkelejda Kasneci, Kathrin Sessler, Stefan Küchemann … (2023)
            Article 0 comments Cited 349 times – based on 0 reviews     Review now
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              The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms

              Spyros Makridakis (2017)
              Article 0 comments Cited 255 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Sarah R. Thomson: URI : http://loop.frontiersin.org/people/2793593/overviewRole: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role:
                Beverley Ann Pickard-Jones: URI : http://loop.frontiersin.org/people/2609888/overviewRole: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role:
                Stephanie Baines: URI : http://loop.frontiersin.org/people/2752728/overviewRole: Role: Role: Role: Role: Role: Role: Role: Role: Role:
                Pauldy C. J. Otermans: URI : http://loop.frontiersin.org/people/1184722/overviewRole: Role: Role: Role: Role: Role: Role: Role: Role: Role: Role:
                Journal
                Journal ID (nlm-ta): Front Artif Intell
                Journal ID (iso-abbrev): Front Artif Intell
                Journal ID (publisher-id): Front. Artif. Intell.
                Title: Frontiers in Artificial Intelligence
                Publisher: Frontiers Media S.A.
                ISSN (Electronic): 2624-8212
                Publication date (Electronic): 14 November 2024
                Publication date Collection: 2024
                Volume: 7
                Electronic Location Identifier: 1457299
                Affiliations
                [1] 1School of Human and Behavioural Sciences, Bangor University , Bangor, United Kingdom
                [2] 2College of Health, Medicine and Life Sciences, Department of Life Sciences, Division of Psychology, Brunel University of London , London, United Kingdom
                Author notes

                Edited by: Miloš Kravcík, German Research Center for Artificial Intelligence (DFKI), Germany

                Reviewed by: Laurent Moccozet, University of Geneva, Switzerland

                Fitsum Deriba, University of Eastern Finland, Finland

                Silke Elisabeth Wrede, University of Hagen, Germany

                *Correspondence: Sarah R. Thomson sarah@ 123456sarahthomson.co.uk
                Article
                DOI: 10.3389/frai.2024.1457299
                PMC ID: 11602497
                PubMed ID: 39610850
                SO-VID: 125039f0-007d-402e-9d06-ea404ccb5724
                Copyright © Copyright © 2024 Thomson, Pickard-Jones, Baines and Otermans.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                Date received : 30 June 2024
                Date accepted : 24 October 2024
                Page count
                Figures: 9, Tables: 6, Equations: 0, References: 51, Pages: 15, Words: 11587
                Funding
                The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.
                Categories
                Subject: Artificial Intelligence
                Subject: Original Research
                Custom metadata
                section-at-acceptance AI for Human Learning and Behavior Change

                Keywords: generative artificial intelligence (gen ai),higher education,students' perspectives,ai tools,teaching and learning
                Data availability:
                Keywords: generative artificial intelligence (gen ai), higher education, students' perspectives, ai tools, teaching and learning

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