Artificial Intelligence: Experiences of Students on AI tools Usage for Educational Development

Background ChatGPT is an open-source large language model that uses deep learning techniques to generate human-like texts. ChatGPT has the potential to revolutionize medical education as it acts as an interactive virtual tutor and personalized learning assistant. We assessed the use of ChatGPT and other Artificial Intelligence (AI) tools among medical faculty in Uganda. Methods We conducted a descriptive cross-sectional study among medical faculty at four public universities in Uganda from November to December 2023. Participants were recruited consecutively. We used a semi-structured questionnaire to collect data on participants’ socio-demographics and the use of AI tools such as ChatGPT. Our outcome variable was the use of ChatGPT and other AI tools. Data were analyzed in Stata version 17.0. Results We recruited 224 medical faculty, majority [75% (167/224)] were male. The median age (interquartile range) was 41 years (34–50). Almost all medical faculty [90% (202/224)] had ever heard of AI tools such as ChatGPT. Over 63% (120/224) of faculty had ever used AI tools. The most commonly used AI tools were ChatGPT (56.3%) and Quill Bot (7.1%). Fifty-six faculty use AI tools for research writing, 37 for summarizing information, 28 for proofreading work, and 28 for setting exams or assignments. Forty faculty use AI tools for non-academic purposes like recreation and learning new skills. Faculty older than 50 years were 40% less likely to use AI tools compared to those aged 24 to 35 years (Adjusted Prevalence Ratio (aPR):0.60; 95% Confidence Interval (CI): [0.45, 0.80]). Conclusion The use of ChatGPT and other AI tools was high among medical faculty in Uganda. Older faculty (>50 years) were less likely to use AI tools compared to younger faculty. Training on AI use in education, formal policies, and guidelines are needed to adequately prepare medical faculty for the integration of AI in medical education.

Background ChatGPT is a large language model that uses deep learning techniques to generate human-like texts. ChatGPT has the potential to revolutionize medical education as it acts as an interactive virtual tutor and personalized learning assistant. We assessed the use of ChatGPT and other Artificial Intelligence (AI) tools among medical faculty in Uganda. Methods We conducted a descriptive cross-sectional study among medical faculty at four public universities in Uganda from November to December 2023. Participants were recruited consecutively. We used a semi-structured questionnaire to collect data on participants’ socio-demographics and the use of AI tools such as ChatGPT. Our outcome variable was the use of ChatGPT and other AI tools. Data were analyzed in Stata version 17.0. Results We recruited 224 medical faculty, majority [75% (167/224)] were male. The median age (interquartile range) was 41 years (34–50). Almost all medical faculty [90% (202/224)] had ever heard of AI tools such as ChatGPT. Over 63% (120/224) of faculty had ever used AI tools. The most commonly used AI tools were ChatGPT (56.3%) and Quill Bot (7.1%). Fifty-six faculty use AI tools for research writing, 37 for summarizing information, 28 for proofreading work, and 28 for setting exams or assignments. Forty faculty use AI tools for non-academic purposes like recreation and learning new skills. Faculty older than 50 years were 40% less likely to use AI tools compared to those aged 24 to 35 years (Adjusted Prevalence Ratio (aPR):0.60; 95% Confidence Interval (CI): [0.45, 0.80]). Conclusion The use of ChatGPT and other AI tools was high among medical faculty in Uganda. Older faculty (>50 years) were less likely to use AI tools compared to younger faculty. Training on AI use in education, formal policies, and guidelines are needed to adequately prepare medical faculty for the integration of AI in medical education.

ChatGPT is a large language model that uses deep learning techniques to generate human-like texts. ChatGPT has the potential to revolutionize medical education as it acts as an interactive virtual tutor and personalized learning assistant. We assessed the use of ChatGPT and other Artificial Intelligence (AI) tools among medical faculty in Uganda. We conducted a descriptive cross-sectional study among medical faculty at four public universities in Uganda from November to December 2023. Participants were recruited consecutively. We used a semi-structured questionnaire to collect data on participants' socio-demographics and the use of AI tools such as ChatGPT. Our outcome variable was the use of ChatGPT and other AI tools. Data were analyzed in Stata version 17.0. We recruited 224 medical faculty, majority [75% (167/224)] were male. The median age (interquartile range) was 41 years (34-50). Almost all medical faculty [90% (202/224)] had ever heard of AI tools such as ChatGPT. Over 63% (120/224) of faculty had ever used AI tools. The most commonly used AI tools were ChatGPT (56.3%) and Quill Bot (7.1%). Fifty-six faculty use AI tools for research writing, 37 for summarizing information, 28 for proofreading work, and 28 for setting exams or assignments. Forty faculty use AI tools for non-academic purposes like recreation and learning new skills. Faculty older than 50 years were 40% less likely to use AI tools compared to those aged 24 to 35 years (Adjusted Prevalence Ratio (aPR):0.60; 95% Confidence Interval (CI): [0.45, 0.80]). The use of ChatGPT and other AI tools was high among medical faculty in Uganda. Older faculty (>50 years) were less likely to use AI tools compared to younger faculty. Training on AI use in education, formal policies, and guidelines are needed to adequately prepare medical faculty for the integration of AI in medical education.

This survey study aims to understand how college students use and perceive artificial intelligence (AI) tools in the United Arab Emirates (UAE). It reports students’ use, perceived motivations, and ethical concerns and how these variables are interrelated. Responses (n = 822) were collected from seven universities in five UAE emirates. The findings show widespread use of AI tools (79.6%), with various factors affecting students’ perceptions about AI tools. Students also raised concerns about the lack of guidance on using AI tools. Furthermore, mediation analyses revealed the underlining psychological mechanisms pertaining to AI tool adoption: perceived benefits fully mediated the relationship between AI knowledge and usefulness perceptions, peer pressure mediated the relationship between academic stress and AI adoption intent, and ethical concerns fully mediated the relationship between ethical perceptions and support for institutional AI regulations. The findings of this study provide implications for the opportunities and challenges posed by AI tools in higher education. This study is one of the first to provide empirical insights into UAE college students’ use of AI tools, examining mediation models to explore the complexity of their motivations, ethical concerns, and institutional guidance. Ultimately, this study offers empirical data to higher education institutions and policymakers on student perspectives of AI tools in the UAE.

Higher education institutions throughout the world are challenged by the influx of Artificial Intelligence (AI) tools into education. Hence, the awareness and use of AI tools in education among the educators and students in higher education and their perspectives about AI are crucial and essential. This chapter comprised of a study exploring the awareness, use and perspectives on AI among educators and students in some government and private sectors of higher education. An average number of educators and a vast number of students are aware and use emerging AI tools like ChatGPT or a similar application. Educators are divided on the views that AI tools are well known in the University. Students consider that AI tools are an essential tool for undergraduate students' success. Professional discussion on AI tools in education are suggested for educators in higher education and students' insights are important in planning teaching and learning activities

The Value of Artificial Intelligence for Healthcare Decision Making—Lessons Learned

This research paper presents an insightful investigation into the perceptions and ethical considerations of students regarding the use of Artificial Intelligence (AI) tools in academia, particularly focusing on the University of Limerick in Ireland. Herein, AI tools like OpenAI's ChatGPT have emerged as valuable assets in promoting interactive learning and enhancing student engagement. Thus, this research aimed to explore the privacy and ethical considerations students have regarding the use of AI tools in education. Using a quantitative methodological approach, the study solicited the attitudes, opinions, and patterns of students towards AI utilities. The study revealed intriguing perspectives on data privacy concerns associated with AI tools. Students from technology and science-focused schools displayed a higher degree of concern, suggesting their deeper understanding of potential privacy implications. Conversely, students from arts, humanities, and social sciences, and law politics & public administration displayed slightly lower levels of concern.

Purpose: This analysis aims to propose guidelines for artificial intelligence (AI) research ethics in scientific publications, intending to inform publishers and academic institutional policies in order to guide them toward a coherent and consistent approach to AI research ethics.Methods: A literature-based thematic analysis was conducted. The study reviewed the publication policies of the top 10 journal publishers addressing the use of AI in scholarly publications as of October 2024. Thematic analysis using Atlas.ti identified themes and subthemes across the documents, which were consolidated into proposed research ethics guidelines for using generative AI and AI-assisted tools in scholarly publications.Results: The analysis revealed inconsistencies among publishers’ policies on AI use in research and publications. AI-assisted tools for grammar and formatting are generally accepted, but positions vary regarding generative AI tools used in pre-writing and research methods. Key themes identified include author accountability, human oversight, recognized and unrecognized uses of AI tools, and the necessity for transparency in disclosing AI usage. All publishers agree that AI tools cannot be listed as authors. Concerns involve biases, quality and reliability issues, compliance with intellectual property rights, and limitations of AI detection tools.Conclusion: The article highlights the significant knowledge gap and inconsistencies in guidelines for AI use in scientific research. There is an urgent need for unified ethical standards, and guidelines are proposed for distinguishing between the accepted use of AI-assisted tools and the cautious use of generative AI tools.

The use of artificial intelligence (AI) tools in higher education has become increasingly important because of the time and effort savings and the speed of information transfer. However, many ethical and legal challenges make their use in this field a complex issue. Problems such as bias and discrimination that arise from AI Tools require the establishment of a legal system capable of controlling their use in an optimal manner. However, the legal regulation of the use of AI Tools in higher education, especially in the fields of research and data analysis, does not reach the required level. Although many countries have begun to use these tools in higher education and scientific research, the legal framework is still not at the required level. This research attempts to explore the legal and ethical challenges of using AI in higher education and scientific research with the aim of focusing on the importance of developing a legal framework capable of promoting the use of AI Tools in the scientific and educational sectors. The paper highlights the most important relevant laws in technologically advanced countries in general to measure the extent to which they are reflected in reality.

This paper discusses the integration of artificial intelligence (AI) tools in education, delineating their potential to transform pedagogical practices alongside the challenges they present. Generative AI models like ChatGPT, had a disruptive impact on teaching and learning, due to their ability to create text, images, and sound, revolutionizing educational content creation and modification. However, nowadays the educational community is polarized, with some embracing AI for its accessibility and efficiency thus advocating it as an indispensable tool, while others cautioning against risks to academic integrity and intellectual development. This document is designed to raise awareness about AI tools and provide some examples of how they can be used to improve education and learning. From an educator’s perspective, AI is an asset for curriculum development, course material preparation, instructional design and student assessment, while reducing bias and workload. For students, AI tools offer personalized learning experiences, timely feedback, and support in various academic activities. The Turkish Biochemical Society (TBS) Academy recommends educators to embrace and utilize AI tools to enhance educational processes, and engage in peer learning for better adaptation while maintaining a critical perspective on their utility and limitations. The transfer of AI knowledge and methods to the teaching experiences should complement and not replace the educator’s creativity and critical thinking. The paper advocates for an informed embrace of AI, AI fluency among educators and students, ethical application of AI in academic settings, and continuous engagement with the evolving AI technologies, ensuring that AI tools are used to augment critical thinking and contribute positively to education and society.

PurposeThis study aims to evaluate students’ intention and actual use (AU) of artificial intelligence (AI) tools’ to discover how the power of AI influences learning and academic success.Design/methodology/approachThis paper used the unified theory of acceptance and use of technology (UTAUT) to develop a structural equation model (SEM) and used convenience sampling to measure 304 students’ five-point Likert scale responses. The model was tested with AMOS-24 and SPSS-25, and the study found that AI boosted students’ learning experiences and explain importance of AI skills and knowledge.FindingsPerformance expectancy (PE), effort expectancy (EE), social influence and facilitating condition directly and indirectly affect AU via intent to use (IU), while subjective norms determining the use of AI tools’ and have no substantial influence. Attitude (ATT) moderates PE and EE, although the data show that ATT has no substantial effect on EE.Originality/valueThese insights may help student to understand how AI tools’ benefit them and what factors affect their utilization. When correctly designed and executed, UTAUT provides an appropriate integrated theoretical framework for robust statistical analysis like SEM.

Students’ use of Artificial Intelligence tools to complete assignments spawns issues in academic integrity. The purpose of this study was to explore students’ and faculty’s perspectives on the benefits and challenges of using ChatGPT and assistive Artificial intelligence (AI) tools to complete assignments. This descriptive phenomenological qualitative methodology study encompassed interviews with eight students who used Large Language Models (LLMs) AI tools to complete their assignments and nine students who did not. It also contains interviews with six Faculty and their perspectives on students’ use of Large Language Models (LLMs) AI tools to complete their assignments and their thoughts on the benefits and challenges. The participants were purposively selected. The data were coded based on Braun and Clarke’s (2013) six steps in thematic analysis. Descriptive, in vivo, and evaluative coding were used. Additionally, data were examined semantically and latently using reductionist analysis to determine the final themes. Five components of the Unified Theory of Acceptance and Use of Technology (UTTAUT) were applied to the data collected and provided the framework for the study. Behavioural intention served as the foundation. Effort and Performance Expectancies, and facilitating conditions were exemplified in participants’ responses about the use of ChatGPT, Grammarly, and other AI assistive tools, plagiarism/academic integrity, and social influence were indicated when participants (both Students and Faculty) suggested the need for the development of policies and procedures toward the appropriate use of AI tools. Effort and performance expectancies and habits were found in the data collected in the form of consideration of the pros of using AI tools such as ChatGPT and assistive tools. These include the time saved by generating information, examples for both students and Faculty, and help in the teaching/learning process, and one participant found that it motivated her. The cons cited were students’ lack of creativity and the inability to think critically, the cost of the AI assistive tools (related to the component Price), the bandwidth needed to use them, the digital divide, and the false information generated. This study has significance for the use of ChatGPT and assistive AI tools in education and the ethical implications. It is recommended that specific policies be established and enacted to ensure the appropriate use of assistive and Artificial Intelligence (LLMs) tools.

The use of artificial intelligent (AI) tools in education has had a significant impact on learning experiences and outcomes. This review looks at recent advances in artificial intelligence tools and their implications for future research and practice. The review article followed the PRISMA method. Relevant articles on AI in education, specifically those describing the integration of AI or machine learning in undergraduate was extracted from the SCOPUS database. The inclusion criteria focus on articles directly related to teaching and training in structured programs that published in 2019 to 2023. A total of twelve documents were recognized and subjected to hand identification for subsequent analysis. The result shows that cognitive tutors, which are interactive learning environments facilitated by intelligent tutoring systems, improve learning outcomes. The challenge of balancing instructional assistance and self-directed learning, on the other hand, is inherent in AI-driven tools. AI tools in higher education provide numerous advantages at the institutional, social, and instructional levels. Disruptive AI tools such as ChatGPT have emerged, but challenges include job displacement concerns and the need for constant adaptation. AI language learning tools are important in language acquisition processes because they provide personalized learning paths and interactive engagement. However, ethical considerations and competencies related to AI-based tools in education are assessed, with parallels drawn to healthcare guidelines. It emphasizes the importance of strong ethical frameworks, as well as the critical role of educators and professionals in responsible AI use, in order to maintain a symbiotic relationship between human expertise and technological advancement. Overall, this review summarizes recent advances in the use of artificial intelligence tools to revolutionize education, emphasizing the importance of ongoing research, cross-disciplinary collaboration, and careful implementation.

Reading proficiency is a fundamental skill in higher education, yet many undergraduate students in Pakistan struggle with comprehension due to limited support and outdated instructional methods. The integration of Artificial Intelligence (AI) tools into education offers new possibilities for personalized and adaptive learning, but little research has examined their specific impact on reading development in Pakistani undergraduate settings. This study explores the perceptions and experiences of undergraduate students regarding the use of AI tools—such as ChatGPT, Rewordify, and ReadTheory—for enhancing academic reading proficiency. Using a qualitative research approach, semi-structured interviews were conducted with eight students from diverse disciplines who had prior exposure to AI tools. The thematic analysis framework was used to identify key themes across participant responses. Emerging themes include personalized and self-paced learning, vocabulary support and comprehension, increased engagement, and improved academic confidence. However, challenges such as over-reliance on AI-generated content, inconsistent usage habits, and digital literacy gaps were also noted. Findings suggest that AI tools, implemented with appropriate guidance, equitable access, and curriculum alignment, can significantly enhance students’ reading confidence, comprehension, and motivation. The study contributes to the growing body of literature on AI in education by offering context-specific insights for technology integration in literacy instruction. It highlights the need for inclusive, student-centered strategies to promote reading proficiency in resource-constrained academic environments. Future research should explore teacher perspectives, long-term learning outcomes, and the integration of AI tools across diverse linguistic and institutional contexts to further validate and expand on these findings.

In the rapidly evolving landscape of higher education, the integration of Artificial Intelligence (AI) tools represents a pivotal paradigm shift, poised to redefine the very fabric of student engagement. Thus, as this integration becomes increasingly prevalent, it raises questions about its impact on student engagement. This prompted this study that sought to investigate AI tools' influence on student engagement in higher education. The study employed the descriptive survey design using a diverse sample of students from the University of Port Harcourt. A scale with validities and a high-reliability coefficient was used in obtaining data. Data were analyzed using mean, one-way, and two-way ANOVA. The result showed that the majority of the students were extremely engaged as a result of the influence of the use of AI tools, a significant difference existed in the engagement levels of students influenced by AI tools, and that neither gender nor age significantly affects engagement, suggesting a universal appeal of AI tools across demographics. The findings underscore the importance of inclusive AI integration in higher education, ensuring equitable and engaging learning experiences for students. These insights contribute to the ongoing discourse on leveraging AI tools to enhance student engagement in higher education settings