THE USE OF AI AMONG STUDENTS AT INSTITUTE OF TEACHER EDUCATION MALAYSIA MALAY LANGUAGE CAMPUS

Report Writing

Analysis of the use of AI among IPGKBM students.

Contents

Executive Summary ......................................................................................... 1

Introduction ...................................................................................................... 2

Literature Review ............................................................................................. 3

Methodologies .................................................................................................. 4

Findings ............................................................................................................ 5

Discussion ........................................................................................................ 6

Conclusion ........................................................................................................ 7

Recommendations ........................................................................................... 8

References ........................................................................................................ 9

Executive Summary

The purpose of this study is to analyze the use of Artificial Intelligence (AI) among students in Institute of Teacher Education Malaysia Malay Language Campus (IPGMKBM). As we all know, AI is now commonly used across various sectors, and the education sector is no exception. This study aims to explore several critical questions: How familiar are students with AI? How frequently do they use AI, and which AI platforms do they use? Additionally, the study also highlights the impact of AI on education, as well as the challenges and barriers that students face when using AI. In sum, this study offers valuable insights into the current state of AI usage among students at IPGMKBM and identifies opportunities for future research in this evolving field.

Introduction

In this modern age, technology is developing rapidly, including the advancement of artificial intelligence (AI). According to Aggarwal et al. (2022), AI is a core field of computer science, involving the development of machines that perform tasks traditionally requiring human intelligence, such as teaching, logic, self-correction, and self-programming. Over recent years, numerous AI applications in education have emerged and continue to evolve. Popular AI platforms such as ChatGPT, Copilot, Turnitin, and Gemini are widely used by students and others.

These AI applications offer personalized recommendations, answer queries, and engage in dialogue, significantly changing how students interact with technology (Kelly in Thivyamalar et al., 2023). However, Jeffrey in Thivyamalar et al. (2023) found that there is a widespread need for greater awareness of AI's presence in various aspects of society. Therefore, this study seeks to explore students' views on the use of AI in tertiary education, examining both its advantages and potential downsides.

Literature Review

The integration of AI into education has emerged as a transformative tool, enhancing learning experiences through personalized education, increased accessibility, and improved teaching methods. According to Thivyamalar et al. (2023), the use of AI in tertiary education has recently increased. AI is reshaping higher education by revolutionizing both teaching and learning. It personalizes education through adaptive platforms that tailor content to individual needs. This consistent with what Popenici & Kerr in Wang.S (2024) stated, the applications of AIED (AI in Education) are rapidly evolving, reshaping the overall teaching and learning landscape.

Methodologies 

    In this study, I used qualitative method where I had designed an online survey in Google Form to collect data from students in Institute of Teacher Training Malaysia Malay Language Campus (IPGMKBM). The survey provide 7 questions consisting a scale ranging question, checkboxes and open-ended question. The survey was completed by 35 students from various classes in IPGMKBM.

Findings

    Participants in this study were from 4 cohort which are cohort A, B, D and G. There were (2.9%, n = 1) from cohort G, (2.9%, n = 1) from cohort A, (5.7%, n = 2) from cohort B and (88.6%, n = 31) from cohort D.

1. The familiarity of AI among students

Based on the diagram, the chart shows that 23 students (65.7%) are very familiar with AI. 7 students (20%) is familiar and 3 students (8.6%) are neutral. There are only 2 students (5.8%) are not familiar with AI. This shows that AI tools are very famous among students.

2. Usage pattern

From the pie chart, it shows that 80% of students in IPGMKBM use AI every day and only 20% of them use AI few times in a week to assist their academic work. This prove that students are looking for AI’s helps to complete their assingments.

 

3. Types of AI platforms used

Based on the chart, ChatGPT are the most popular AI tools used by students, following by Turnitin, Copilot, QuiilBot, Gemini and Gauthmath.

4. Purpose of use

Based on the findings, most students use AI to get quick answers (80%) and recommendations for further reading and research (71.4%). Additionally, 68.6% use AI to generate ideas, while 51.4% use tools like Turnitin to detect plagiarism. Since the respondents are from an Institute of Teacher Education, 40% benefit from using AI to generate lesson plans. Moreover, 34.3% use AI to paraphrase documents, and 45.7% use it to check grammar and spelling errors. These results demonstrate the various benefits AI provides to students.

5. Challenges and barriers

The data shows that around 54.3% of students are very concern about getting inaccurate or misleading information generated by AI. Additionally, 48.6% worry about becoming overly dependent on AI for academic tasks, while 31.4% have ethical concerns. This aligns with Ismail et al., (2024)’ findings, where they stated that some students are concerned about AI’s ethical implications, such as job displacement, algorithms bias and privacy issues, which may impact their perception of the technology. Furthermore, 40% of students feel AI lacks verifiable or credible sources, and 34.3% struggle with effectively using AI tools.

6. Ethical concerns

From the pie chart, 85.7% of students in IPGMKBM agreed that AI can lead to academic dishonesty such as plagiarism and fake references. Only 14.3% consist of 5 students are not agree with the statement. This shows that students are aware with the AI’s setbacks.

7. Perceived benefits

Based on the pie chart, 60% of students agree that AI is useful for learning and research. 40% of them agreed that AI should be used in IPG but with proper guidelines and supervision. 

Discussion

Based on the study, we can conclude that AI is essential for students at IPGMKBM. AI is very flexible and widely used to task. Despite its benefits, the findings also shows that some students may become overly dependent on AI, potentially undermining their critical thinking skills. As for that, students should use AI responsibly to avoid over-reliance on technology which could hinder the development of essential skills such as criitcal thinking, creativity and problem-solving. Furthermore, ethical concerns about academic dishonesty are growing. Students may use AI-generated content as their own without proper review or double checked the content.

Conclussion

In a nutshell, AI tools have proven to be valuable for students in IPGMKBM in enhancing their academic work and efficiency in completing various tasks. However, the challenges and barriers faced by students need to be addressed.  

 

Recommendations

1. Organize a workshops or seminars to educate students on the ethical implications of AI.

2. Encourage critical thinking and independent learning to prevent students from relying heavily on AI.

3. Provide access to AI literacy resources to ensure all students are equipped with the knowledge needed to use AI tools effectively.

References

Aggarwal, K., Mijwil, M. M., Sonia, Al-Mistarehi, A. H., Alomari, S., Gök, M., Zein Alaabdin, A. M., & Abdulrhman, S. H. (2022). Has the future started? The current growth of artificial intelligence, machine learning, and deep learning. Iraqi journal for computer science and mathematics, 3(1), 115–123. https://doi.org/10.52866/ijcsm.2022.01.01.013

Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (ai): understanding the potential benefits of chatgpt in promoting teaching and learning. Journal of ai, 7(1), 52–62. https://doi.org/10.61969/jai.1337500

Pillai, R., Sivathanu, B., Metri, B., & Kaushik, N. (2024). Students’ adoption of AI-based teacher-bots (T-bots) for learning in higher education. Information technology & people, 37(1), 328–355. https://doi.org/10.1108/ITP-02-2021-0152

Salas-Pilco, S. Z., & Yang, Y. (2022). Artificial intelligence applications in Latin American higher education: a systematic review. International journal of educational technology in higher education, 19(1), 21. https://doi.org/10.1186/s41239-022-00326-w

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). https://doi.org/10.1186/s41239-021-00292-9

Thivyamalar, W. A., Mathes, P., Magantran, P., & Siti Maisarah Binti Abd Rahman, N. (2023). Students’ perception towards the usage of artificial intelligence in tertiary education. 58(2), 2672–7463.

Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024). Artificial intelligence in education: A systematic literature review. Expert systems with applications, 252, 124167. https://doi.org/https://doi.org/10.1016/j.eswa.2024.124167