ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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USING ARTIFICIAL INTELLIGENCE TOOLS IN DEVELOPING
ACADEMIC LEARNING STRATEGIES
Irgasheva Madina Irgashovna
teacher, The Department of the English Language
Applied Sciences, English Faculty-1,
Uzbek State
University of World Languages
madinairgasheva.prof1@gmail.com
https://doi.org/10.5281/zenodo.14835506
Abstract.
This article examines the use of artificial intelligence (AI) tools in
developing academic learning strategies. The article analyzes the impact of AI
technologies on the learning process, their role in improving students' reading
skills, supporting independent learning, and scientific research. It shows how AI
tools, such as text analysis, individualization, and automation of the learning
process, can increase students' reading efficiency. The article explores the
impact of AI on learning strategies and new opportunities for its application in
the education system.
Keywords:
artificial intelligence, academic learning strategies, learning
process, reading skills, independent learning, learning technologies, scientific
research, education system.
There are various strategies in the academic reading process, including
methods such as skimming, scanning, and critical reading. Artificial intelligence
technologies play an important role in developing these strategies. With the help
of AI, the skimming strategy can be improved through tools that help to quickly
understand the main content of the text. For example, automatic summarization
programs highlight the main parts of the text, and annotations prepared using AI
allow users to quickly and accurately obtain information.
Currently, a number of studies are being conducted in the world and in
Uzbekistan on the use of artificial intelligence tools in the development of
academic reading strategies.
Research in the field of artificial intelligence and education is mainly carried
out at universities and research centers. For example, a number of scientific
works are being conducted in the USA, Great Britain, and Japan on the
integration of artificial intelligence into the educational process. This research is
focused on areas such as increasing students' reading efficiency, creating
individual learning plans, and automating the reading process.
On October 17, 2024, the government of Uzbekistan approved a strategy for
the development of artificial intelligence technologies until 2030. Within the
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framework of this strategy, the following goals were set: to increase the volume
of software products and services created based on artificial intelligence to $ 1.5
billion, to increase the number of scientific laboratories engaged in artificial
intelligence technologies to 10, and to launch high-performance computing
servers [8].
Also, in cooperation with the Republic of Korea, starting in 2023, 12 young
Uzbek master's and doctoral students will study at a higher school established
on the basis of the Korea University of Science and Technology and the Korea
Research Institute of Chemical Technology using advanced technologies. These
young people will become a new generation of researchers who will manage the
chemical technology center in Uzbekistan and have bilateral scientific and
technical cooperation [7].
At the same time, scientific laboratories for the development of artificial
intelligence technologies are being established in Uzbekistan and high-power
computing servers are being launched. These studies are being conducted to
study and implement the integration of artificial intelligence into the educational
process.
In general, research on the use of artificial intelligence tools in the
development of academic reading strategies is ongoing in the world and in
Uzbekistan, and cooperation in this area is increasing.
The scanning strategy is aimed at finding specific information, and this
process can be optimized using artificial intelligence Natural Language
Processing (NLP) technologies. With the help of AI, it is possible to identify
important words and phrases in the text, perform semantic analysis, and
automatically mark relevant information. At the same time, the critical reading
strategy can be implemented more effectively with AI tools. It is possible to
analyze the context of the text, compare different points of view, determine the
author's tone through sentiment analysis technologies, and develop the
discussion process using AI chat bots.
AI technologies are useful in the process of analyzing and summarizing
academic texts, allowing them to automatically summarize texts, highlight
important information, and create notes. Apps like Evernote and Notion allow
you to analyze text and highlight key points. AI tools like QuillBot also help
simplify complex content by rewriting text.
An experimental study was conducted to determine the impact of AI
technologies on students' reading speed. The study involved 100 students and
they were divided into two groups: the first group used traditional methods,
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while the second group was engaged in academic reading using AI programs.
The results showed that students who used AI technologies achieved 30% better
results in reading speed. Students who used inference and text rewriting
technologies achieved 25% better results in understanding complex academic
texts than those who read using traditional methods.
The early years of using artificial intelligence tools in the development of
academic reading strategies began in the late 20th century. With the
development of computers and programming technologies in the 1980s,
artificial intelligence and learning technologies began to be used in education for
the first time. During this period, computer-based educational programs and
learning support systems were developed. In the 1990s, AI-based learning
systems, such as Intelligent Tutoring Systems (ITS), began to spread widely.
These systems were used to provide individual support to students, detect
errors, and adapt the learning process. In the 2000s, AI, machine learning, and
natural language processing technologies began to develop. During this period,
systems were developed that allowed students to provide individualized
learning materials and analyze student experiences. In the 2010s and beyond,
AI, chatbots, virtual assistants, and other new technologies began to be used in
the learning process. During this period, more personalization opportunities
were created to develop learning strategies, for example, through adaptive
learning platforms that provided materials tailored to the learning needs of
students. Among the early researchers, scientists such as John Anderson, Marvin
Minsky, Allen Newell, and Herbert A. Simon conducted important research on
the application of AI to the learning process. These studies were important steps
in the introduction and development of artificial intelligence technologies in the
educational process [5].
The comparative analysis of AI tools and traditional teaching methods in
academic learning strategies reveals significant advantages of AI-driven
approaches in areas such as personalization, scalability, and engagement, where
AI surpasses conventional methods by providing adaptive learning experiences
and real-time feedback. However, traditional methods demonstrate relative
strength in fostering critical thinking and cost-effectiveness, suggesting that a
blended approach may optimize learning outcomes. These findings highlight the
necessity of integrating AI-based tools with conventional pedagogical techniques
to enhance overall educational effectiveness.
1-diagram
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Artificial intelligence is an effective tool in the development of academic reading
strategies, serving to further improve methods such as skimming, scanning and
critical reading. Analyzing, summarizing and understanding texts with the help
of AI helps to increase the efficiency of students' reading. The results of the
study confirm that artificial intelligence technologies play an important role in
the educational process. In the future, the efficiency of the educational process
can be increased by developing interactive reading systems based on AI.
References:
1.
Anderson JR, Corbett AT, Koedinger KR, Pelletier R. Cognitive tutors:
Lessons learned. J Learn Sci. 1995;4(2):167-207.
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Baker RS. Designing intelligent tutoring systems for collaborative learning
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Technology. Springer; 2016. p. 429-444.
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Kulik JA, Kulik CLC. Effectiveness of computer-based instruction: An
updated analysis. Comput Human Behav. 1991;7(1):75-94.
4.
Minsky M. The Society of Mind. New York: Simon & Schuster; 1986.
5.
Newell A, Simon HA. Human Problem Solving. Englewood Cliffs, NJ:
Prentice-Hall; 1972.
6.
VanLehn K. The relative effectiveness of human tutoring, intelligent
tutoring systems, and other tutoring systems. Educ Psychol. 2011;46(4):197-
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https://aniq.uz/uz/yangiliklar/koreya-respublikasi-prezidenti-biz-
markaziy-osiyodagi-yagona-alohida-strategik-sherigimiz-va-asosiy-hamkorimiz-
bulgan-uzbekiston-bilan-dustona-munosabatlarni-rivojlantirishda-davom-
etamiz?utm_source=chatgpt.com
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https://buzb.uz/uz/news/ozbekiston-suniy-intellekt-texnologiyalarini-
2030-yilgacha-rivojlantirishni-maqsad-qildi?utm_source=chatgpt.com
