ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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TECHNOLOGICAL INNOVATIONS IN EDUCATION
Andijan state institution of foreign languages
Student: Husanov Shohjakhon
Tel: +998930678646
Supervisor: Xamidov Nodirbek Zakirovich
Tel: +998916191484
Abstract:
The aim of this study is to investigate the attitudes of students at
Westminster International University in Tashkent (WIUT) towards the use of Artificial
Intelligence for different academic purposes. The research helps to analyze students’
perceptions on AI in different areas, such as assistance for learning and self-improving,
career development, helper in the assessment tasks and others, as the usage of AI
becoming popular day by day in academia. Online questionnaire method, which is
created on Google platform, was used to collect data on students’ perspectives and
involvements with AI. The respondents were asked to fulfill the questionnaire, which
contains various kinds of question types, such as multiple choice, open-ended, Likert-
scale. The findings demonstrates that all students in the Certificate of International
Foundation Studies (CIFS) have experienced AI for different aims from getting
feedback for their written work, to cheating through using AI generated tools to
paraphrase or complete the work for themselves. Results showed that a huge number
of students using AI to finish their academic tasks to get a good mark, while some of
them considered it as plagiarism and not reliable. Overall, CIFS students have
knowledge to implement Artificial Intelligence in Academia.
Keywords:
Bing, ChatGPT, feedback, Artificial Intelligence, Neuroset.
Introduction:
In the current global environment, neuro networks system
revolutionizing every aspect of our lives and changing the world we know ever before.
Many job places such as accounting, programming, serving in the hotel and duties are
being owned by Artificial Intelligence
,
which is
the results of many algorithms that
uses almost all data on the Internet, and prepares results for your search in a matter of
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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seconds.
It can work and survive in different environments, such as on space, or planets
where there is no Oxygen, can hold heavy things that human cannot and do
multitasking work better compared to human. What is more, developed countries even
planned to use them in the military tasks, in order not to lose their troops in risky
missions. In the last few decades, the Artificial Intelligence becoming popular in the
academic sphere, also. Despite it gives many opportunities for learners through giving
feedback, summarizing, and exploring data, many users who are irresponsible for their
tasks consider using them to finish the whole work for themselves, not doing any
individual work. Although a lot of AI detector systems in use in academic environment,
the users of AI try to be one step ahead from these plagiarism checkers. That is the
reason why the knowledge of using Ai is becoming more crucial factor than ever
before.
1
The study tries to explain and give further opinion about WIUT students
attitudes towards AI for different academic purposes in the academic sphere. This study
covers the opinions of 30 foundation-year students that are studying CIFS course at
WIUT about their usage of AI for academic purposes. This section is followed by the
literature review, methods, results, discussion, conclusion, and recommendations of
this paper. The utilization of AI technology in education has been on the rise due to its
flourishing. Its potential in this field is considerable, as it could facilitate meaningful
interactions, offer personalized learning, and operate in a dynamic manner during
online, mobile, or blended learning experiences. Academics have put forth the more
provocative notion of substituting certain teaching positions with AI-powered
machines in response to the teacher shortage in the United States Edwards & Cheok
(2018).
Literature Review
The following literature review explores the usage of Artificial Intelligence for
academic purposes, both, benefits, and negative sides. Different types of research
articles were used to determine the data and analyze it.
1
D. Y. Dr. Yashpal, "Artificial Intelligence in Higher Education", ResearchGate.net, [onlayn maqola]
https://www.researchgate.net/publication/Artificial_Intelligence_AI_in_Higher_Education
, 2024-yil, 13-bet.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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Benefits of using AI in education and academia:
Frank et al. (2024) argue that there are numerous benefits of integrating Artificial
Intelligence into education, and these advantages have a positive impact on students’
educational experiences. Some of the primary advantages of AI in education are
highlighted as self-studying, AI enabled learning environments are able to analyze
huge amounts of data to figure out the learning preferences, styles, and comprehension
gaps of individual students.
2
With the help of this data, AI can offer each student
customized resources, content, and evaluations. With personalized learning, students
are able to concentrate on their areas of weaknesses, move at their own speed, and as
soon as they are ready, study more complex ideas. Overall learning outcomes,
motivation, and engagement of students are enhanced by this customized approach.
They also state that instantaneous and constructive feedback: AI makes it possible for
teachers to provide learners constructive feedback in the quickest way possible.
Assignments, tests, and quizzes can be swiftly graded using automated grading system
driven by AI algorithms, giving students instant feedback on their performance.
Students can recognize areas for growth, assess their strengths and limitations, and
make the required corrections in real time thanks to this rapid feedback. Through timely
remediation of knowledge gaps, students can enhance their learning and advance more
efficiently. According to Dr Yashpal (2023) academicians spend a lot of time and effort
on grading the examination, accessing homework, and making available valuable
suggestions and guidance to their students. In accordance with this automated grading
system may be applied with the help of Artificial Intelligence (AI), academicians have
no need to spend a long time in evaluation and assessment which may be saved and
utilized for some other important tasks.
3
Negative sides of AI in academia
2
J. Kengam, "Artificial Intelligence in Education", [onlayn maqola] https://doi.org/10.13140/RG.2.2.16375.65445,
2020-yil, 22-bet.
3
B. I. Edwards va A. D. Cheok, "Why Not Robot Teachers: Artificial Intelligence for Addressing Teacher Shortage",
Applied Artificial Intelligence
, Jild 32, №4, 2018
-yil, 349-bet.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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Akgun. S and Greenhow Ch (2024) states that although AI applicants for
education offer certain advantages, they also present ethical and societal concerns, as
renowned scientist Stephen Hawking noted it is critical for the future of humanity to
evaluate this. Consequently, it is imperative that measures be taken to rectify the
situation.
4
They also add that to ensure that an inclusive and diverse citizenry can
participate in the development of the future of AI, we must provide teachers and
students with opportunities to learn about AI through professional development and AI
and ethics. According to Kengam J (2020) both students and teachers run the risk of
becoming overly dependent on technology that is driven by artificial intelligence. It is
possible that this will hinder the learning process for kids, particularly the development
of critical thinking skills. This difficulty is also faced by those who work in education.
The production of lesson plans can be sped up with the help of AI, but speed does not
necessarily mean quality. It's possible that educators will be persuaded to accept the
initial content that was generated by AI rather than devoting time to analyzing and
improving it so that it has the greatest possible instructional value.
5
Methods
This study was designed to investigate the attitudes of WIUT students towards
utilization of Artificial Intelligence in academic settings. The primary research tool was
structured in questionnaire method via Google Forms. The research was conducted
among Certificate Foundation students. The questionnaire was shared through
Telegram groups and channels, meanwhile participating in this questionnaire was
voluntary and nodiv was forced to do it during the process of collecting data. The
questionnaire included only general questions and all the answers were anonymous for
the sense of security of the answerers. The questionnaire was organized to know
students’ perceptions and suggestions towards AI in their academic tasks. The survey
included different types of questions open-ended, multiple choice and selection, Likert-
4
S. Akgun va Ch. Greenhow, "Artificial Intelligence in Education: Addressing Ethical Challenges in K-12 Settings",
[onlayn maqola]
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8455229/
, 2021-yil, 27-bet.
5
A. Frank, S. Kumar va R. Lee, "The Impact of Artificial Intelligence o
n Students’ Learning Experience", Social Science
Research Network, [onlayn maqola]
https://doi.org/10.2139/ssrn.4716747
, 2024-yil, 18-bet.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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Scale, and others. It was designed on frequency of AI tool usage, whether they suggest
using it or not, their marks from the modules they implemented AI. The survey
remained open for five weeks, reminders were sent during the period. The Google
Forms gave us quality to collect the data, at the result, process was conducted with
relative ease. The data collected automatically as the respondents followed the link and
filled the forms, the survey captured real time data and was printed out for further
analysis. Open-ended and close-ended answers were analyzed in both descriptive
statistics and thematic analysis to identify patterns. The study adhered to ethical
guidelines, that participants can withdraw any time they want, the anonymous version
of the questions was remained throughout the whole research and did not change. The
only limitation is that the research does not represents the entire students at WIUT.
Results
As indicated by the questionnaire responses answered by different gender types,
more than 23 % of the participants mentioned that they used AI to complete their
coursework, while almost 57 percent of them utilized AI to obtain necessary
information to support their ideas. In addition to this, only 20 percent of them used AI
to get feedback for the work that they have done, in order to make sure that they are
doing their best.
Purposes of using Artificial Intelligence
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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It is widely known that that some of the students do not want to write, they want
Machine Intelligence to do all the work that is required from them. It can be seen easily
from the pie chart that almost 54 percent utilized it to finish the assessment while nearly
seven percent resembles there was no usage of AI in their assessment papers
Furthermore, an extensive array of neuro-networking systems exists, each of
which provides you with a multitude of benefits for your scholarly endeavors and is
continuously being enhanced by their developers. For instance, when we inquired
about the "Thinking Computer Systems" categories that the interviewees wished to
incorporate into their module-based duties, they provided astounding responses.
ChatGPT exhibits an identical 70 percent user referral rate, whereas Microsoft Bing
ranks second in terms of referral trend with 40 percent. This indicates that most students
make extensive use of these artificial intelligence tools. Additionally, it is worth
mentioning that Creative GPT, a neural network that was recently developed by
Microsoft, has gained 10 percent of the user base's support and has surpassed Poe and
Scite.
Types of data machines popular among students.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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We then set our sights on the grades that students received for the modules in
which they utilized AI-powered content and systems; the outcomes are astounding.
Academic English was the module in which students utilized AI the most, and the
majority of them achieved scores between 61 and 70 in this subject. From 51 to 60
points, the second indicator with the highest percentage also corresponded to this
module in the sector. Notwithstanding the implementation of such synthetic
intelligence, individuals who achieved ranks between 91 and 100 are granted particular
acknowledgment. For the Developing Professional Identities module, the majority of
stable options receive equal votes for scores ranging from 61 to 70, 71 to 80, and 81 to
90. The majority of students whose Quantity Math module utilized AI achieved a grade
between 91 and 100. Notably, this was the only module to reach the pinnacle, and as
higher achievers are rewarded with greater points than others.
Scores achieved with the help of Artificial Intelligence
When the participants were questioned about the primary challenges and
academic issues that they would encounter when employing artificial intelligence, the
majority of the students indicated plagiarism as the primary tendency that they
encountered. A few percentages of the responses indicated that there was a lack of
accurate data, and oftentimes, the source of the information was either unreliable or
anonymous. The majority of the students did not conceal the fact that Turnitin has the
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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potential to detect information created by artificial intelligence, which might result in
plagiarism and even failure. On the other side, one of the comments demonstrated that
if you utilize the premium version, there is no danger or worry about being discovered
by plagiarism checkers such as Turnitin. This was illustrated by the fact that there is
no risk involved. Additionally, one of them stated that it might comprehend in an
incorrect manner and lead you in the wrong direction. Additionally, it occasionally
offered replies that were similar to one another, and the rate of similarity rises to a very
high
level.
Reference List
1.
Frank, et al., (2024). The Impact of Artificial Intelligence on Students’ Learning
Experience.
Social
Science
Research
Network.
Available
from
https://doi.org/10.2139/ssrn.4716747
2.
Edwards, Bosede I., and Adrian D. Cheok (2018). “Why Not Robot Teachers:
Artificial Intelligence for Addressing Teacher Shortage.” Applied Artificial
Intelligence,
vol.
32,
no.
4,
pp.
345–360.
Available
from
https://doi.org/10.1080/08839514.2018.1464286
3.
Dr Yashpal, D. (2024). Artificial Intelligence in Higher Education. Available
from
(PDF) Artificial Intelligence (AI) in Higher Education (researchgate.net)
[Accessed 2 April 2024].
4.
Akgun, Selin, and Christine Greenhow (2021). “Artificial Intelligence in
Education: Addressing Ethical Challenges in K-12 Settings.” AI and Ethics, vol. 2, no.
3. Available from
www.ncbi.nlm.nih.gov/pmc/articles/PMC8455229/
April 2024].
5.
Kengam, J. (2020). Artificial Intelligence in Education. Available from
http://doi:10.13140/RG.2.2.16375.65445
