Abstract
In the internet society, “AI” or “artificial intelligence” is the buzzword. AI is being prompted to address questions from any field of study, create images, poems, and even stories. This study directs an inquiry into the usage of AI in higher education. While there is burgeoning literature on usage and impact of AI in educational settings, it remains negligible in its inquiry on AI’s impact on comprehension and critical thinking skills of students in social science disciplines. Rooted in qualitative research methodology, the paper examines ways in which students engage with learning through AI. Geographically confined to India, the study focuses on the motivation(s) of students to use these applications. In view of the differing motivations that shape AI users in the field of education, the paper dismisses the popular and simplistic understanding of AI as a barrier to learning and critical thinking. From the undergraduate and postgraduate level of study, a predominant majority of the respondents claim to use AI applications to overcome the barrier of abstract academic language. The paper also explores the stigmatised use of AI in higher education and the impact of this stigma on the process of learning. The paper invites critical thought on administrative response to students’ usage of AI. Given the increasing influence of AI, the question looms large. Further, the worry for academic credibility and academic rigour also remains strong.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Artificial Intelligence, Higher Education
