Welcome!

Hello and welcome to this interesting look into the ever-changing world where technology and education meet. Today, we're going to start reading the chapters that show how Artificial Intelligence (AI) has changed education in many ways.

As we gather here, the digital age has brought about changes in how we think about and interact with education that have never been seen before. The chapter you are about to read covers a wide range of ideas, experiences, and points of view, all of which are related to how AI will greatly affect the future of learning. In this chapter, I will be talking about ChatGPT, an amazing AI tool that is now being used in schools. We look at how ChatGPT can change things, like a technological tapestry, by comparing it to how innovations like the printing press and calculators have changed education in the past. We talk about the worries and chances and think about how ChatGPT could be a partner or, as some people might fear, an outcast in the world of education.

From now on, our research goes beyond ChatGPT and into the complicated worlds of generative AI. In the depth of the chapter, the works of famous scholars and visionaries are used to show how AI affects emotional growth. From making interesting characters with AI to changing how people see themselves through virtual reality, we look at the pros and cons of incorporating AI into the very fabric of learning and personal growth.

Subsequently, the chapter talks about how AI can be used to help students work together. We look closely at the idea of AI Classroom Partnerships and analyze the work of the AI Institute for Student-AI Teaming (iSAT) to change AI's role from a simple tool to a working partner. Come with us as we talk about the complicated web of new technologies, moral issues, and the possibility of responsible innovation in AI and education.

As our journey goes on, we look more closely at the game-changing effects of AI in education and how AI tools are changing the way we usually teach and learn. Our research looks at many different areas that make up the $6 billion market that is expected for AI in education by 2024. These areas include learning analytics and inclusive AI models.

Finally, we let students and teachers at the Asian University for Women (AUW) talk about how AI has directly affected their lives. From their points of view, we can get a more complete picture of how AI tools like Grammarly and ChatGPT are changing the way we learn. Their ideas, concerns, and suggestions give us a good background for our larger investigation.

This chapter is a blank canvas that paints a full picture of how AI has changed education. This is a call to think about the future of learning, to take advantage of the chances that AI offers, and to face the challenges with wisdom and foresight. As you read, I hope you get ideas, be challenged, and most of all, learn more about how technology and education work together in a complex way.

Let us begin our journey into the fascinating world of AI in education right away. Thanks for coming along on this intellectual journey with us.

                       Youtube link:  https://youtu.be/8DKO6vY5sVY?si=IutfjP5zuwe0NrNT (Pictory Video) 

Keywords: Artificial Intelligence (AI), Student Engagement, Personalized Learning, AI Applications in Education, and ChatGPT.

Introduction

Artificial intelligence (AI) integration into education has gained significant attention recently. As someone who has personally experienced the benefits of AI applications like Grammarly, Quilt bolt, Turnitin, and ChatGPT, I have recognized their profound impact on my academic journey. These AI tools have improved my writing and comprehension skills and guided me in academic and non-academic aspects. Consequently, I am motivated to investigate whether other students at my university, Asian University for Women, share similar positive experiences or face challenges when using AI. 

This chapter will undertake a comprehensive investigation to establish clear definitions for the concepts of student engagement and learning outcomes. Additionally, it will analyze the potential consequences of generative AI, considering both its positive and negative aspects. In addition, a thorough literature review will be carried out to clarify current viewpoints and experiences regarding the incorporation of artificial intelligence (AI) in educational environments. The study will conclude with the gathering of empirical data from students and a faculty member at AUW, yielding valuable insights into the practical implications and perceptions regarding the utilization of AI in academia.

Personal Experience:

My personal experience with AI applications has been transformative. AI tools such as Grammarly and Quilt Bolt have significantly enhanced my writing abilities by suggesting grammar, style, and clarity improvements. Turnitin has been instrumental in ensuring the originality and quality of my academic work. ChatGPT, on the other hand, has acted as a versatile assistant, aiding me in brainstorming ideas, comprehending complex articles, and providing guidance on academic and non-academic matters.

AI as a Tutor:

One of the most striking aspects of my experience with AI is its role as a tutor. AI has refined my academic writing and guided me in developing appropriate approaches for formal academic papers. It has been instrumental in creating lesson plans and content for teaching, thus benefiting me as a student and as someone aspiring to be a teacher. AI can refine my ideas to meet established standards, making it a valuable educational tool.

What is Student Engagement?

“Student engagement includes how a student feels about school, how they interact with others there, and how they feel about learning. It shows up as a sense of belonging and taking part in school activities.” (Villegas, 2022) The definition of student engagement may vary across educational contexts, but in general, it means things like taking part in class discussions, interacting with course material, showing up to class, and being dedicated to academic tasks. It's more than just showing up to class or turning in assignments; it's about how connected a student is to the learning process. Moreover, “it means that students are willing to pay attention, do their assignments, and see value in how well they do in school.”(Villegas, 2022)  In this chapter, student engagement is measured through qualitative methods. Qualitative measures involve assessing the quality of interactions, the depth of understanding, and the enthusiasm displayed during learning activities. Interviews are taken with both students and teachers to gauge student engagement levels.

What is Learning Outcomes?

“Learning outcomes describe the measurable skills, abilities, knowledge, or values that students should be able to demonstrate as a result of completing a course.” (Learning Outcomes - Center for Teaching Excellence | University of South Carolina, n.d.) Learning outcomes are the results of education that can be seen and measured. They spell out what students should know, understand, or be able to do when they finish a program or course. Learning outcomes make it easy for teachers and students to understand what the goals of a lesson are, and they are also used to grade students. A wide range of cognitive, affective, and psychomotor skills may also be included. It can be assessed through various methods, including exams, quizzes, projects, presentations, and portfolios.

To study how AI affects students at the Asian University for Women (AUW), it is important to know how engaged students are and how well they learn. AI apps could change both of these things by offering personalized learning experiences, making content more interactive and dynamic, and giving feedback in real-time.

 AUW can get students more involved by using AI tools like adaptive learning platforms, smart tutoring systems, and interactive content delivery. With these technologies, teachers can ensure that each student gets the help they need, making the learning process more personal.

AI can also help students learn better by giving data-driven insights into their performance, showing them their strengths and weaknesses, and letting them know how to improve. When AI is used in assessment methods, students can get more accurate and timely feedback that helps them reach their learning goals.

As AUW looks into how AI affects its students, it will be important to think about how these technologies change how engaged and successful students are in learning. A big part of this research will be finding the right balance between the benefits of AI-driven improvements and the need to keep the learning environment supportive and interesting.

The integration of AI into the educational landscape at the Asian University for Women (AUW) offers a dual-edged sword when it comes to student engagement. On one hand, AI serves as an ever-patient tutor, providing personalized assistance and guidance to students at their own pace. This can help a lot when it comes to accommodating different learning styles, filling in knowledge gaps, and making the classroom a more welcoming place for everyone.

Challenges: But there might be a problem with how the students see things. Some students might get down on themselves and wonder why they should work hard when AI seems to be better at things. What worries people is that if AI can do homework or give answers faster, why spend time and mental energy to deal with school problems on your own? It's important to think carefully about how to balance the help AI can give with the need to encourage students to take the initiative and think critically. Adaptive learning platforms and intelligent tutoring systems can assist students in grasping complex concepts, ultimately contributing to improved academic performance and achievement of learning objectives.

However, integrating AI into education also brings challenges related to academic integrity. The ease of use that AI offers could have unintended effects, like a higher chance of plagiarism or a reliance on simple ways of learning. The desire for quick answers could make people not understand things as well, making it harder to remember things in the long term.

To complement student perspectives, this chapter will also talk about what AUW teachers think about how students use AI. Finding out what teachers think about how AI affects student learning and the moral issues connected to its use will give us a full picture of AI's effects in schools.

My Perspective on Educating Students on Ethical AI Use

To mitigate the potential drawbacks, AUW teachers can play a key role in teaching students how to use AI ethically. To do this, we need to encourage academic honesty, emphasize the value of critical thinking, and teach students about moral issues when using AI tools. By talking about how to use AI responsibly as part of the curriculum, teachers can give students the tools they need to get the most out of it while still keeping the learning process honest. There is a fine line between using AI to improve learning and breaking academic rules. This chapter will give teachers ideas and suggestions on how to find this fine line between using AI to improve learning without compromising academic ethics.

Research Objective:

The central objective of this chapter is to investigate whether AI integration positively impacts student engagement and learning outcomes at the Asian University for Women. We aim to examine whether students at our university benefit from AI tools in the same way that I have. Specifically, we will explore whether AI has a positive influence on:

Student Engagement: I will investigate whether AI tools enhance student engagement by promoting active learning and improving their overall academic experience.

Learning Outcomes: I will assess whether students who use AI applications exhibit improved learning outcomes, such as higher grades, better comprehension, and increased knowledge retention.

Challenges and Drawbacks: I will also explore the potential challenges and drawbacks of AI integration, including privacy, equity, and the risk of over-reliance on technology.

Explore AI's Impact on Learner- Instructor in Online Learning

Seo et al. (2021) present a comprehensive exploration of the evolving dynamics in online learning and teaching, specifically focusing on the potential impact of Artificial Intelligence (AI) systems on the communication between students and teachers. AI systems offer a lot of potential, but the research emphasizes how important it is to know how students and teachers see these technologies changing the way they interact with each other. Using a unique method called "Speed Dating with storyboards," the voices of 12 students and 11 teachers were recorded in a way that was true to the participants. The results showed that all of them agreed that using AI systems in online learning could make interactions more personalized on a large scale, but it could also mean crossing social boundaries.

When Artificial Intelligence (AI) tools are used in online learning, they bring out a lot of different points of view from both students and teachers, with hopeful and cautious threads running through them. It is important to introduce different AI tools that have different effects on the online learning experience as we try to figure out how to get around this complicated world.

Looking into the different features of tools like the Virtual Avatar system, ChatGPT, Quilt Bolt, and Grammarly gives you more background information. The Virtual Avatar system, which was liked by (11 out of 12) students, Seo et al. (2021) mentioned the virtual system as a possible way to help people who are uncomfortable with using cameras. This tool lets instructors see your body language and facial expressions, giving you another way to communicate. ChatGPT, Quilt Bolt, and Grammarly, on the other hand, help with language improvement, communication, and group learning. Each adds a different dimension to the world of education.

However, this positive view of connectivity is balanced by concerns about surveillance. Students and teachers both say they don't like how AI can measure unconscious behaviors like tracking the eyes and analyzing facial expressions. Concerned about this, in an interview done by Seo et al. (2021) one student said, "I might be scared that I might have accidentally cheated." Even teachers aren't sure about the detailed information AI could give them; one teacher said, "Not all the students feel comfortable sharing their private information with the instructor."

Research by Seo et al. (2021) looks into how students and teachers think AI systems affect how students and teachers interact in online learning settings. The findings show that people have a more complex understanding of the pros and cons of using AI tools together. One important worry is that students and teachers are worried about issues of responsibility, agency, and surveillance that come up with AI-driven decision-making. One student who spoke out against the study's main finding was that the learning process was too standardized, comparing it to "helicopter parenting" and stressing how important it is for students to find their own pace (Seo et al., 2021, p. 14). The research also shows the tricky balance between the good things about AI, like making communication better and more frequent, giving just-in-time help, and making connections stronger, and the bad things that could happen, like privacy issues and the chance that AI will make it harder for students to learn on their own. 

Based on the results of Seo et al. (2021), AI's effect on student engagement and learning outcomes in online classrooms is a complex mix of hope and worry. There is a lot of potential for personalized support and better connectivity. However, there is also a fine line between helping and letting go, as well as the risks of surveillance. This shows how important it is to think about ethics and how to integrate AI into education carefully. Moreover, The findings also demonstrate the significance of addressing ethical concerns, promoting transparency, incorporating human involvement, and practicing meticulous data management to maximize the beneficial impact of AI tools on student engagement and learning outcomes in online education.

                               Youtube link: https://youtu.be/hV5sHCGYh-Y?si=4ToprgVHdUasO9P0 (pictory video)

Analyze the Interplay Between Student Engagement and Teaching Quality

As the effects of AI on student engagement are studied, it becomes clear that how students think and feel about things has a big impact on how the learning environment works. Gašpar and Mabić (2015) point out that student engagement is complex and includes things like course content, organization, and assessment methods. "To learn and master everything we needed for exams," said one student, emphasizing the students' desire for a thorough and rewarding learning experience.

"One student says in the article, 'It might just end up with AI doing all the work for them' (Gašpar & Mabić, 2015). These worries are shared by teachers as well, who are concerned that AI might limit students' chances to explore and find new things. Finding the right balance between help and independence becomes an important thing to think about when using AI in education." The discussion about how AI affects student engagement in an Accounting Information Systems (AIS) course is closely connected to the larger discussion about how to teach well. For this reason, students must say they want their teachers to be easy to reach, interesting, and fair. In an AI-enhanced learning environment, accessibility is very important, so technology should add to the personal touch of teachers instead of taking it away. The students want interesting lessons, which is similar to the difficulty of incorporating AI systems that can keep students interested by dynamically delivering content. Also, the call for fairness shows how important it is to think about ethics when designing AI to stop biases and make sure everyone has the same chance to learn. Importantly, this approach isn't just for AIS courses; it can be used to help students in any other course or curriculum. This shows how flexible and widely these principles could be used in different educational settings, making them more open and inclusive.

One important thing to think about when using technology to get students more involved is the fine line between AI help and student freedom. As we figure out how to use AI tools together, we need to make sure that the changes we make to education are well-thought-out and keep the core of engaging students and good teaching.

                                          Identify Opportunities and Challenges in AI Integration.

Saputra et al. (2023) point out a lot of the good things that can happen when artificial intelligence (AI) is used in education. One big benefit is that students can have a more customized and one-on-one learning experience that fits their needs and way of learning. "The integration of artificial intelligence in education holds the promise of revolutionizing learning experiences by tailoring content to individual student needs,"(Saputra et al., 2023) accurately describes the hope that AI will have on education. This shows that there is a lot of good potential for making the learning process more effective and interesting.

Even though there is a lot of excitement about AI in education, it is important to be careful, especially because AI may make human interaction less important. The writing in the article that makes this point clear says it all: "However, caution is warranted as overreliance on AI may lead to a dearth of human interaction, hindering the crucial development of social skills."(Saputra et al., 2023) This line shows how important it is to find the right balance so that students don't lose important social skills because they use AI too much. One of the possible downsides is that it might mean giving up the human connections that are so important to a well-rounded education.

People agree that AI's ability to streamline administrative tasks is a good thing because it frees up teachers to focus on teaching. "The streamlining of administrative tasks through AI is acknowledged as a positive aspect, enabling educators to focus more on teaching."(Saputra et al., 2023) It shows how AI could help teachers by freeing them up from administrative tasks so they can spend more time and energy on activities that directly engage and teach their students.

Still, the article makes people worry about teachers losing their jobs and stresses how important it is for teachers to keep up with new technologies. "Despite these benefits, concerns are raised over potential job displacement for teachers and the need for educators to adapt to evolving technologies."(Saputra et al.,2023) It says it is all about the worries people have about how AI will affect teaching. This shows how important it is to deal with the problems that come with using AI, especially when it comes to how the workforce changes and how teachers adapt to the new way of teaching.

Saputra et al. (2023) write about the scary possibility of algorithmic bias, which is a big problem that could keep students from being equal. The specter of algorithmic bias poses a significant challenge, potentially perpetuating disparities and inequalities among students, the ethical issues that come up with AI technologies are brought to light. These lines emphasize how important it is to be constantly aware of and fight bias to make sure that all students have fair and equal educational outcomes.

Thus, it is very important to find a balance between the pros and cons of using AI in education. The pros and cons of personalized learning and easier administrative tasks need to be weighed against the risks of less human interaction, job loss, and bias in algorithms. Some wise quotes from the article sum up these complex points of view. They show how hard it is to use AI in education and how important it is to think carefully and take action to get the most out of its positive effects.

Recognize the Role of Generative AI in Emotional Development

"The article 'Using Generative AI to Cultivate Positive Emotions and Mindsets for Self-Development and Learning' by Leong (2023) talks about how adding generative AI to the search for self-development and learning opens up both exciting possibilities and challenges. In this journal article, the author uses the ideas of famous people like Dr. Alan Kay, Dr. Seymour Papert, Dr. Carol Dweck, and Dr. Angela Duckworth to explore how emotions and mindsets can shape a person's growth path" (Leong, 2023). A main idea that comes up is the idea of a "growth mindset," which means believing that skills and intelligence can be changed. "When they fail, people with the latter mindset put in the work needed to improve, rather than giving up," says a famous quote that sums up how a positive attitude can help you be strong and persistent.

The article suggests three "epics," or main ideas, for how to use generative AI to improve education. The first epic is about getting people interested and motivated by making interesting AI-generated characters that can be teachers and peers. Leong (2023) mentioned that with AI-generative techniques, various characters can be created to facilitate educational experiences, showing how AI can be used to make learning more personalized and interesting.

The second epic is about how to see yourself in a new way, with a focus on the effects of virtual reality (VR) and body-swap illusions. "Virtual reality (VR) experiences appear to be one way for people to escape the internal mental chatter and self-beliefs that can interfere with performance."(Leong, 2023) It shows how AI could change how people see themselves and improve learning outcomes by removing psychological barriers.

In the third epic, the need for feedback that isn't biased is talked about. New methods like clicker training and using AI to give feedback that isn't biased are mentioned. "In a training program created by Levy, when a medical student does a certain action correctly, such as tying a knot or drilling a hole, the teacher clicks rather than comments," is a quote that shows how AI could be used to make a supportive and helpful learning environment.

While the article acknowledges that generative AI has the potential to change the world by encouraging positive emotions and mindsets for self-development, it also acknowledges the ethical concerns and challenges that come with these advances. The article (Leong, 2023) tells us about the AI's effects on education, emotions, and mindset and shows how complicated the connection is between technology and human growth. To use AI to help students, we need to be careful and follow ethical guidelines.

Evaluate the Concept of AI Classroom Partners

The article by Benson (2023) discusses the challenges of implementing effective collaborative learning methods in K-12 classrooms. It begins by presenting a realistic scenario involving a middle school student grappling with common issues in group work, such as disagreements over ideas, feelings of exclusion, and distraction from the task at hand. The article delves into the contrast between the social and collaborative aspects of learning, supported by research. It highlights the difficulties teachers encounter when attempting to integrate these methods into real classrooms."

The National Science Foundation's AI Institute for Student-AI Teaming (iSAT) is an answer to the question of how to deal with these problems. Benson (2023) talks about the institute's goal to change the way artificial intelligence (AI) is used in education, from a tool for personalized learning to a partner for social and collaborative work. The "AI Partner" that is being thought of is a smart thing that can understand what students are saying, pick out the speakers, and give teachers useful learning analytics. In addition, it has been trained to support the community agreements that students and teachers make to make learning more collaborative.

                            YouTube: https://youtu.be/4M1rZtzSlH0?si=WNhOhuJDCkY3aKaU (Pictory Video)

In Benson's (2023) research article, "The Future of AI in Education: AI Classroom Partners," the focus extends beyond merely showcasing iSAT's creative projects involving AI in K–12 classrooms. The learning sciences, equity, and ethics experts at iSAT look into questions like data collection, student control over data, and harm that could happen. The Sensor Immersion Unit and Learning Futures Workshops, as well as other design projects that students and teachers worked on together, show a dedication to responsible innovation. Moreover, this article writes about some of iSAT's creative projects and thinks about how AI might change the way K–12 students work together to learn. This research article weaves together the problems, the efforts to work together, and the ethical issues, showing how AI could become an important and helpful part of the learning process.

Investigate the Transformative Aspects of AI in Education

The article by Adair (2023) talks about how the future of education is changing and how teaching tools are changing along with it. The article talks about how teaching tools have changed over time and finds similarities between the old blackboard and new presentation technologies. From chalkboards to digital screens, these tools have gone from being "fashionable conveniences" to "constant necessities" in today's classrooms, as the story makes clear.

There are questions about the future of classrooms and the role of new technologies in this article that talks about how education is changing. The focus shifts to AI, which is a hot topic in many areas, including education. AI has been used in academic research since the 1950s, but it has only recently become popular in education. More and more learning environments and assessment systems use AI and data-driven methods.

The market for AI in education is projected to be worth $6 billion by 2024 (Adair, 2023, p. 7), making it a promising arena for research and development. This technology has the potential to "transform global teaching and learning methodologies" (Adair, 2023, p. 7). This issue looks at some of the most important uses of AI in education, including learning analytics methods, opportunities, and problems. In this article (Adair, 2023), Dr. Ryan Baker gives an overview of learning analytics methods that use AI, machine learning, and data mining. He talks about how they can be used and the problems that come with them, such as "generalizability" and "algorithmic bias."

In the article, Adair (2023) mentions that Dr. Rod Roscoe is interested in how challenging it is to develop AI for education that caters to everyone. He introduces "who-critics," a human-centered approach that prioritizes the individuals most impacted by AI applications and those involved in its development. The article features an interview with Dr. Amelia Kelly, CTO at SoapBox Labs, highlighting the significance of creating inclusive speech recognition technology for children and emphasizing the importance of inclusivity in AI models.

Additionally, Adair's article (2023) explores AI in education from various perspectives, including the examination of generative AI tools like ChatGPT and their potential applications in the classroom. Dr. David Joyner advocates for teachers to allow students to leverage AI technologies, drawing parallels with the evolution of calculators in educational settings.

Thus, Adair's article (2023) sees AI as a force that will change education by creating new opportunities and tools that will make learning better. It talks about how teaching tools have changed over time and how AI could become a "constant necessity" in the modern classroom, which would change the future of education. The article makes people think about how classrooms will change and what role AI will play in changing the way we learn as AI technologies continue to improve.

ChatGPT in Education: Is Partner or Pariah?

The article (Joyner, 2023), "ChatGPT in Education: Partner or Pariah?" goes into great detail about the big effects ChatGPT could have on education, including how it might change lessons and how tests are given. Joyner walks us through the history of changes in education, showing how the arrival of writing and the printing press is similar to the current wave of AI technology.

Joyner talks about the history of resistance and worries that often come with the introduction of transformative technologies by looking at how educational tools have changed over time. The author shows how worried teachers were at first by comparing the release of the TI-81 scientific calculator to the release of ChatGPT. But Joyner says these problems are not unique, saying that "technological advances often cause problems and require changes to teaching methods" (Joyner, 2023).

The article says that ChatGPT could be a useful tool for education, similar to calculators in math classes, and that "ChatGPT could be viewed as a tool that, with proper integration, enhances learning outcomes."(Joyner, 2023). This point of view encourages teachers to think about the good ways that ChatGPT can change the way students learn.

Even though ChatGPT has been criticized for things like being inaccurate, repeating itself, and spreading what might be false information, Joyner stays positive. The author says that these problems give teachers great chances to teach students how to think critically. They stress that students can be taught to "interact with ChatGPT and similar tools," which means that digital literacy will be a part of future school curricula.

The article thinks that students' writing styles might change as they use ChatGPT to get help with grammar and word choice. "We can expect a clearer writing style to emerge from students' engagement with the tool" (Joyner, 2023, p. 51), pointing out that the tool can give useful feedback at a high level.

The article emphasizes how important it is for teachers to use new technologies and suggests that lessons should be changed to make the best use of tools like ChatGPT. "ChatGPT has the potential to elevate learning goals when used effectively" (Joyner, 2023, p. 51) as a thought-provoking conclusion. He draws a comparison to how calculators have changed over time in education, going from being seen as a "pariah to a partner."

AUW students and Teachers thought on the Impact of AI

https://drive.google.com/file/d/11iZDko79l3Mw602OwBL4SjSufsDBR9T2/view?usp=sharing - AUW students Focus Group Discussion Podcast

Findings of the Focus Group Discussion

The students' comments on AI tools, especially Grammarly and ChatGPT, tell us a lot about their worries and experiences. One student pointed out how easy Grammarly is to use to find and fix grammar mistakes while writing an academic paper. Another student talked about how ChatGPT helped them get past writer's block by giving them ideas, acting as a tutor, and giving them immediate feedback.

Students said that tools like Quill Bot and ChatGPT helped them improve their sentence structure, which led to better writing. They did say that one problem was that they couldn't use Turnitin to check for plagiarism before turning in their papers as having access to Turnitin personally is not in the AUW policy, so they had to use free AI tools instead. As a student, I believe that students should have access to Turnitin because they thought it would help them turn in better papers.

There were doubts about ChatGPT's reliability because it sometimes gives false or made-up information. Students emphasized the need to check facts twice and be aware of possible errors, warning against relying too heavily on ChatGPT. ChatGPT is a great place to learn about a lot of different topics, but students should not use it for their work and should be careful with information that is related to their classes.

When it came to making content for class, students had different experiences with ChatGPT. One student thought it wasn't as helpful as her skills at making lesson plans, while others said they used AI tools like CiteAI and LateralAI that their professors had suggested. These tools helped with writing literature reviews and covering a lot of ground.

The students talked about both the good and bad things about using AI, pointing out that it made them more interested and improved their learning. Concerns were raised, though, about how too much reliance could kill creativity. One student talked about going from doing their research to automatically getting information from ChatGPT. This showed how important it is to take a balanced approach.

As for ways to make things better, students suggested teaching AI as part of the curriculum, with a focus on ethical issues. This proactive approach would give students the tools they need to use AI tools effectively while staying aware of possible problems and ethical guidelines. This would ultimately increase student engagement and learning outcomes.

 https://drive.google.com/file/d/1kvm_EDEztjHIaVzdvl7fduwQON0kCzHu/view?usp=sharing - AUW teacher interview on their concern regarding student using AI

Findings from the Teacher Interview

The AUW teacher said that using AI tools in school has both good and bad effects. She does say that students are learning how to use AI in the classroom, which is good because it helps them understand and improve their skills. However she is worried that students might not be able to do their work honestly if they use AI a lot, which could lead to plagiarism.

AUW has a course on using AI at the master's level, but she points out that there isn't a course like that at the bachelor's level. Students are more likely to plagiarize without meaning to because they don't get structured training on how to use AI correctly. The teacher suggests adding a bachelor's level course to teach students how to use AI appropriately and morally. This would make AI more useful and efficient in schoolwork. For example, the teacher talks about how AI tools are used at the master's level to help with research. These include Zotero Library for working on articles together and Turnitin for checking for plagiarism. Nevertheless, she worries about what might go wrong if students try to save time by using AI tools too much, which could make them less original and creative.

The teacher says that not knowing enough about AI is a big problem and suggests that teachers and students get together to learn how to use it correctly. She suggests setting up an official group or session to oversee the use of AI on its own, making sure that teachers and students are well-informed. She also says that professors or course instructors should make policies about how much AI students can use in their assignments. This would help find a balance between using AI and keeping ethical concerns in mind.

People are worried that students depend too much on AI because some of them have been seen copying and pasting directly from AI tools. The teacher emphasizes on how important it is to be original and creative when learning, and she worries about the risks of using AI without learning anything about it.

When talking about teachers using AI, the teacher brings up Turnitin as a way to find AI, though she says it's not always accurate at finding AI use. She also talks about ChatGPT and emphasizes how it can help teachers organize their lesson plans.

                                                                Overview of Students and Teachers' Thought

The information gathered from interviews and focus groups together gives us a full picture of how AI affects student engagement and learning outcomes at AUW. Students talked about their different experiences and points of view on AI tools, pointing out both the good and bad things about them.

Students talked about how much they depend on AI tools like Grammarly and ChatGPT in the interviews. One student said that Grammarly has made it easier for her to find and fix mistakes in her grammar when she is writing schoolwork. Another student said that they used ChatGPT to get past writer's block and come up with new ideas. They saw it as a useful tool, similar to a personal tutor. However, worries were raised about ChatGPT's reliability because it sometimes gives wrong information or makes up fake citations. Students talked in depth about how AI has changed the way they write during the focus group discussions. As ChatGPT helps with grammar and word choice, they thought that writing would become clearer. In addition, they saw how tools like QuillBot and ChatGPT helped improve the structure of sentences.

A lot of people also talked about how AI could be used to find plagiarism. Students knew that Turnitin at AUW was important for checking for plagiarism, but they wanted to be able to use it on their own to make their papers better. At the moment, they use free AI tools to check for plagiarism.

When it came to using AI tools to make lessons, students had a range of opinions. One student thought ChatGPT wasn't as good at making teaching content as she was, but others said that tools like Cite AI and Lateral AI, which were suggested by professors for writing literature reviews, worked well.

Concerns were raised during both interviews and focus group discussions, even though the changes were good for student engagement and learning. People were worried that people might lose their creativity if they relied too much on AI, especially ChatGPT. Students admitted that they had changed how they did research by using AI as a first step instead of doing their work.

The teacher saw things the way some of the students did and shared their concerns. The teacher talked about the good things about students learning how to use AI well, but she also raised concerns about how heavy AI use is leading to more plagiarism. She said that there should be a structured course on AI at the bachelor's level to teach students how to use it correctly.

To deal with these problems, both the students and the teacher said that the government should create a curriculum for teaching AI that focuses on ethical issues. They suggested making an official group to control how AI is used and emphasized how important it is for professors to set their own rules to find a balance between using AI as a tool and upholding academic standards.

In conclusion, the combined information from interviews and focus group discussions gives us a more complete picture of how AI affects AUW students' motivation to learn and their success in school. The different points of view show that educational changes are needed to make sure that students use AI tools in a responsible and useful way.

                           Unveiling the Educational Horizon: The Dynamic Impact of Artificial Intelligence

Conclusion: Adding Artificial Intelligence (AI) to education is changing old ways of doing things and opening up both exciting new opportunities and difficult problems. My investigation starts with ChatGPT's entry into the world of education and then moves on to look at generative AI, partnerships between AI and humans in the classroom, and how AI has changed education in general. We want to break down the many different ways AI can be used in education by using what students and teachers at the Asian University for Women (AUW) have told us.

The introduction of ChatGPT into educational frameworks has caused a wave of change similar to how the printing press or scientific calculators changed the course of history. As David A. Joyner explained, there are some problems with using ChatGPT in education. These problems include making sure the information is correct, doing the same thing over and over, and spreading false information. Even though people are worried, most of them think that ChatGPT will be a useful tool for education, similar to how calculators went from being seen as a nuisance to being an important part of learning.

One important thing that ChatGPT does is change the way students write. They should be able to express themselves more clearly and communicate better. Because of worries about false information, using ChatGPT is seen as a chance to teach students how to think critically, encouraging a good balance between using AI tools and keeping originality.

Leong's research into generative AI shows that it can help students grow personally and emotionally in school. The three "epics" described—interesting characters made by AI, changing how you see yourself through VR, and fair feedback systems—show how AI can be used to make learning more personalized. But the ethical issues brought up in Leong's article show how careful we need to be to make sure that generative AI is used in education in a way that is responsible and moral.

The iSAT initiative, which Alayne Benson looks at in her research on AI Classroom Partners, shows how hard it is for teachers to use collaborative learning methods. Establishing AI partners as tools for social and collaborative work requires a comprehensive approach that includes researchers from a range of fields and a strong commitment to ethical issues. iSAT's ethical inquiries and design projects show that the group is committed to responsible innovation in the use of AI.

In the bigger picture of how AI is changing education, Adair's article shows how big the change is from traditional teaching tools to AI's growing influence. The $6 billion market that is expected for AI in education by 2024 shows that more and more people are realizing that it has the potential to completely change the way people teach around the world. But the article also brings up important points like algorithmic bias and generalizability, which remind us that we need to be careful as we move forward to get the most out of AI's benefits.

Through focus groups and interviews with AUW students and teachers, researchers were able to get a more complete picture of how AI tools work in the real world. Students are both excited and worried about AI tools like Grammarly and ChatGPT. People say that the tools help them write better, get past writer's block, and come up with new content. But worries about trustworthiness, plagiarism, and relying too much on AI for creativity come up as warning signs.

Teachers at AUW agree that using AI in the classroom can be helpful, but they stress the need for structured training and clear rules about what is right and wrong. A gap is that there isn't a specific AI course at the bachelor's level, which could cause people to plagiarize without meaning to because they don't know enough. The call for a balanced and responsible approach to AI integration in education is backed up by suggestions for creating curricula, setting up oversight groups, and giving professors guidelines.

At the end of the day, using AI in education opens up a wide range of possibilities and problems. AI has the power to change the way people learn, whether it's through ChatGPT, generative AI, or AI Classroom Partners. The AUW students' and teachers' points of view teach us a lot about the fine line that needs to be crossed to get the most out of AI while also minimizing ethical concerns and possible problems.

As the relationship between technology and education changes, it is important to take a responsible and open-minded approach. Educators, students, and AI developers need to work together on ethical guidelines, curriculum improvements, and making sure that AI tools help students learn and stay interested. For AI to be used in education in a way that works for everyone, there needs to be constant communication, change, and a dedication to supporting the mental and emotional growth of students in the digital age. In the realm of education, the future is calling us to be wise and forward-thinking as we embrace AI's potential to change the way we learn in the future.

Here are some learning activities links to let us know what you have learned!

https://h5p.org/node/1470780

https://padlet.com/nohabashir/exit-ticket-7d2ysb9k9b522uet

Use this link, interact, and have fun! 

                                                                                                 References

References:

Adair, A. (2023). Teaching and Learning with AI: How Artificial Intelligence is Transforming the Future of Education. XRDS: Crossroads, The ACM Magazine for Students, 29(3), 7–9. https://doi.org/10.1145/3589252

Joyner, D. A. (2023). ChatGPT in Education: Partner or Pariah? XRDS: Crossroads, The ACM Magazine for Students, 29(3), 48–51. https://doi.org/10.1145/3589651

Learning Outcomes—Center for Teaching Excellence | University of South Carolina. (n.d.). Retrieved December 20, 2023, from https://sc.edu/about/offices_and_divisions/cte/teaching_resources/course_design_development_delivery/learning_outcomes/index.php

Leong, J. (2023). Using Generative AI to Cultivate Positive Emotions and Mindsets for Self-Development and Learning. XRDS: Crossroads, The ACM Magazine for Students, 29(3), 52–56. https://doi.org/10.1145/3589659

Microsoft Designer—Stunning designs in a flash. (n.d.). Retrieved December 20, 2023, from https://designer.microsoft.com

Saputra, I., Astuti, M., Sayuti, M., & Kusumastuti, D. (2023). Integration of Artificial Intelligence in Education: Opportunities, Challenges, Threats and Obstacles. A Literature Review. Indonesian Journal of Computer Science, 12. https://doi.org/10.33022/ijcs.v12i4.3266

Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18(1), 54. https://doi.org/10.1186/s41239-021-00292-9

Villegas, F. (2022, July 2). Student Engagement: What it is & How to Increase It. QuestionPro. https://www.questionpro.com/blog/student-engagement/

 AI Tools that I used while writing the chapters:

In this chapter, various AI tools play a pivotal role in shaping the landscape of education and fostering innovative learning experiences. Here's an exploration of the diverse AI tools that have been employed in educational contexts:

1. Edtech:

   • Edtech, short for educational technology, encompasses a wide range of tools and platforms designed to enhance teaching and learning. From interactive whiteboards to online learning management systems, Edtech has revolutionized traditional educational practices.

2. Pictory AI:

   • Pictory AI contributes to the educational realm by offering solutions that facilitate the creation of engaging and visually appealing content. Through the use of AI, Pictory AI assists in designing multimedia-rich educational materials that capture the attention of learners.

3. Microsoft Designer:

   • Microsoft Designer utilizes artificial intelligence to aid in the creation of visually appealing and professionally designed documents, presentations, and graphics. This tool helps educators and students produce polished materials, enhancing the overall quality of educational content.

4. ChatGPT:

   • ChatGPT, a product of OpenAI, introduces conversational AI into the educational landscape. It serves as a virtual assistant and learning companion, offering valuable insights, answering queries, and even assisting with writing tasks. Its versatility makes it a valuable asset in diverse educational scenarios.

5. Grammarly:

   • Grammarly, powered by AI, serves as an indispensable tool for refining written communication. It goes beyond basic grammar checks, providing suggestions for clarity, tone, and style. In an educational setting, Grammarly assists students in honing their writing skills and producing high-quality academic content.

6. Podcast.com:

   • Podcast.com, leveraging AI, contributes to the auditory dimension of education. By providing a platform for creating and sharing educational podcasts, it enhances the accessibility of learning materials, allowing students to engage with content through the versatile medium of audio.

7. H5P Interactive Tools:

   • H5P Interactive Tools offer a suite of interactive content creation tools powered by AI. These tools enable educators to design engaging and interactive learning experiences, ranging from quizzes and presentations to virtual simulations, fostering active participation among students.

8. Padlet:

   • Padlet, integrating AI features, serves as a collaborative platform for creating and sharing content. Its versatility allows educators and students to curate resources, collaborate on projects, and engage in dynamic discussions, promoting interactive and inclusive learning environments.

9. Zotero:

   • Zotero, incorporating AI-driven citation and reference management, aids students and researchers in organizing and citing sources. It streamlines the research process, ensuring academic integrity and facilitating the creation of well-documented educational materials.

10. Elicit AI:

    • Elicit AI is designed to enhance the assessment and feedback processes in education. By leveraging AI algorithms, it assists educators in generating insightful assessments, providing personalized feedback, and adapting to individual learning needs.

Glossary Items:

Artificial Intelligence (AI): The simulation of human intelligence in machines that are programmed to think and learn like humans. In the context of your chapter, it refers to AI technologies used in education.

Student Engagement: Students' interest, attention, and active participation in their learning activities and educational experiences.

AI Applications in Education: Various AI technologies and tools, such as chatbots, virtual tutors, and adaptive learning platforms, are designed to enhance the teaching and learning process.

Personalized Learning: An educational approach that tailors instruction and content to meet each student's individual needs, preferences, and progress.

ChatGPT: A specific AI language model that can generate human-like text and provide assistance in various educational and non-academic tasks.

These glossary items will help my readers understand the key terminology and concepts as they explore the impact of AI integration on student engagement and learning outcomes in the context of my chapter.

Interview details:

For focus group interview: 3 MA students from the Asian University for Women

Mosadika Mounin, Tanny Das and Nila Wan

Teacher interview: Israt Jahan Oeeshi (Teaching Fellow at Asian University for Women)

Interview Questions for Students:

1. Could you briefly introduce yourself and share your academic background or major at AUW?

2. Have you used AI applications or tools in your academic journey at AUW? If so, could you name a few of these tools?

3. What motivated you to use AI applications in your academic work? Did you have specific goals or expectations when you started using them?

4. Can you describe your experiences with AI tools such as Grammarly, Quiltbolt, Turnitin, or ChatGPT? What specific tasks or areas of your academic work did you use these tools for?

5. In what ways have AI tools, like Grammarly and Quiltbolt, contributed to improving your writing skills and academic work? Are there any notable improvements you've observed?

6. How has Turnitin helped you in terms of ensuring the originality and quality of your academic assignments and papers?

7. Regarding ChatGPT, how has it supported you as a versatile assistant? Can you provide examples of its role in brainstorming, comprehension, or guidance?

8. Have you ever used AI as a tutor for creating lesson plans or teaching content? If so, could you share your experiences and the benefits you've gained?

9. What do you think about the impact of AI tools on your student engagement at AUW? Do these tools have encouraged active learning and enhanced your overall academic experience? Please share examples.

10. Have you noticed any improvements in your learning outcomes, such as higher grades, better comprehension, or increased knowledge retention, as a result of using AI applications?

11. On the other side, what challenges or drawbacks have you encountered when using AI tools in your academic work? Are there any concerns related to privacy, equity, or over-reliance on technology?

12. How would you describe your overall perception of AI integration in education at AUW? Do you view AI as a positive contributor to your academic journey?

13. If there are any specific experiences or anecdotes related to AI usage that you'd like to share, please feel free to do so.

14. In your opinion, what is the role of AI in enhancing the educational experience at AUW, and how do you envision its future impact?

15. Finally, what are your expectations regarding the impact of AI on student engagement and learning outcomes at AUW in the coming years? What changes or improvements do you hope to see?

Interview Questions for teacher:

1. How has your experience been with students utilizing AI tools at AUW, and are there

specific instances that stand out to you, either positively or negatively, about the impact

on learning outcomes?

2. In your opinion, how can AI be harnessed to positively influence students' learning

experiences and academic achievements at AUW? Are there specific AI applications or

approaches that you find particularly effective?

3. Considering the potential benefits of AI in scaffolding learning, what challenges or

concerns do you foresee in terms of maintaining academic integrity and preventing issues

like plagiarism or superficial learning strategies among students?

4. As a teacher at AUW, what measures or strategies do you think can be implemented to

ensure that students are using AI tools responsibly and ethically to enhance their learning

experience?

5. In your view, how can AUW strike a balance between leveraging AI for educational

support and ensuring that students develop critical thinking skills and a deep

understanding of the subject matter?

6. As AI becomes more integrated into the learning environment, do you have any concerns

about students potentially relying too heavily on AI tools, and how might this impact

their ability to develop their voices and creative thinking in the learning process?

7. Have you observed any changes in students' study habits or approaches to coursework as

a result of increased access to AI tools?

8. In your opinion, how can AUW address the balance between incorporating AI tools to

support student learning and ensuring that students maintain a sense of individuality and

creativity in their academic work? Are there specific measures you think would be

effective in preventing excessive dependency on AI?

9. Any thoughts on Teachers using AI for academic work?