The impact of artificial intelligence in educational settings

Submitted by
AASMA SHAIKH QADRI (20221-32737)
ZIA UD DIN (20221-32474)
AZHAR ALI (20221-32902)
MINHAL SALMAN (20201-28879)

Submitted to
Sir Fahad Mushtaq

INSTITUTE OF BUSINESS MANAGEMENT (IoBM)

KARACHI-PAKISTAN

2023
 ACKNOWLEDGEMENT

We are grateful to everyone who contributed directly or indirectly to the completion of this

project. Our heartfelt thanks go to our professor Mr. Fahad Mushtaq Sheikh who helped us

through every step and provided us insightful criticism that increased our research and learning.

Her continuous support, and invaluable supervision have been instrumental in the completion of

this research project. We are eternally grateful to our family and friends for their support and

motivation during this journey. Finally, we would like to extend our thanks to our colleagues and

research participants who were involved in this study in various ways. May they all be showered

with unending blessings from up high.

 ABSTRACT
This study aims to examine the factors affecting adoption of artificial intelligence in education

sector of Karachi. With a sample size of 150 individuals, a quantitative methodology was used.

The independent variables considered in the study were attitude, effort expectancy,

performance expectancy and facilitating conditions. This study investigates the impact of

Artificial Intelligence (AI) in educational settings, specifically examining the role of attitude,

effort expectancy, performance expectancy, and facilitating conditions as independent

variables. With the potential to revolutionize education, AI offers personalized learning

experiences with measurable attempts, automates administrative tasks, and enhances

educational outcomes. However, understanding the factors influencing its impact is crucial for

successful integration. Drawing on a comprehensive review of the literature, this research

examines the attitudes of educators and students towards AI, the perceived effort required for AI

implementation, the expected performance improvements, and the facilitating conditions that

support AI adoption. A survey method approach is employed to gather data from a diverse sample

that has experience of being a student or a teacher, specifically targeted in Karachi. the study

explores the relationship between these independent variables and the impact of AI in

educational settings. It investigates how attitudes towards AI influence its adoption and

utilization, how the perceived effort required affects AI implementation, how performance

expectations influence the educational outcomes, and how facilitating conditions contribute

to successful AI integration. The findings provide insights into the significant role of attitude,

effort expectancy, performance expectancy, and facilitating conditions in shaping the impact of

AI in educational settings. These insights inform educational policymakers, administrators, and

practitioners on strategies to enhance AI adoption and maximize its benefits. Additionally, the
study contributes to the existing body of knowledge on AI in education, paving the way for further

research and development in this field.

Keywords: Artificial Intelligence, AI, education, impact, attitude, effort expectancy, performance

expectancy, facilitating conditions, personalized learning, administrative tasks, educational

outcomes.
 Table of Contents
Chapter 1 ................................................................................................................................................. 6
Introduction.............................................................................................................................................. 6
Background......................................................................................................................................... 6
Problem Statement............................................................................................................................. 7
Research Questions ............................................................................................................................ 8
Research Objective.............................................................................................................................. 8
Chapter 2 ................................................................................................................................................. 9
Literature Review .................................................................................................................................... 9
Conceptual framework ......................................................................................................................... 9
Figure 1. Conceptual Framework .......................................................................................................... 11
Chapter 3............................................................................................................................................... 12
Methodology......................................................................................................................................... 12
Research Design................................................................................................................................ 12
Sampling Technique.......................................................................................................................... 13
Variable…………………………….............................................................................................................. 14
Chapter 4............................................................................................................................................... 16
Discussion.............................................................................................................................................. 16
Hypotheses 1..................................................................................................................................... 16
Hypotheses 2..................................................................................................................................... 16
Hypotheses 3..................................................................................................................................... 16
Hypotheses 4..................................................................................................................................... 16
Implication for Managers and Policy Makers.................................................................................... 17
Limitation and Future Research........................................................................................................ 18
References............................................................................................................................................ 20
 Chapter 1

Introduction

1.1 Background of the study

The recent development of technology has a tremendous impact on education. Artificial

Intelligence in Education (AIED) involves the application of AI techniques to the approaches of

mainstream learning and reflect (or automate) the pre-existing educational theories and practices

(Holmes et al., 2023)1. The application of AI in educational perspectives may provide intuitions

that how learning and teaching can be performed and perhaps transform the way to evaluate

knowledge in the system (Al-Braiki et al., 2020)2.

Karachi, the largest city in Pakistan, boasts a diverse educational landscape with a

multitude of schools, colleges, and universities catering to a large teacher and student population.

Due to the integration of Artificial Intelligence in Karachi’s education system, various educational

challenges are potentially addressed such as limited resources, overcrowded classrooms,

requirement for individualized instruction.

1.2 Statement of the problem.

The link between technology and education is generally very complex and multifaceted

because of the political, economic, social, and pedagogical implications that the use of technology

has in education (Guilherme., 2017). The integration of Artificial Intelligence (AI) in education

has the potential to revolutionize teaching and learning experiences, improve educational

outcomes, and address various challenges faced by educational institutions in Karachi. However,

despite the potential benefits, the adoption of AI in education in Karachi remains relatively limited
and faces significant barriers. Therefore, the problem to be addressed in this research paper is to

understand the factors influencing the adoption of AI in education in Karachi and to examine the

impact of AI integration on educational institutions, teachers, students, and the overall education

system. By identifying the challenges, opportunities, and implications of AI adoption, this

research aims to provide valuable insights and recommendations for promoting successful AI

implementation in the educational landscape of Karachi.

1.3 Research Purpose

The purpose of this research is to examine the factors that influence the adoption of Artificial

Intelligence (AI) in education as well as to explore the perceptions and attitudes of educators and

students towards the use of AI in the learning process. The findings of this research will provide

insights into the potential benefits and challenges and inform strategies for enhancing adoption

and effective use of AI for learning purpose.

1.4 Research questions

The study may look into the following research questions.

1. What are the key factors influencing the adoption of AI in education in Karachi?

2. What are the perceptions and attitudes of teachers towards AI in educational settings?

3. What are the perceptions and attitudes of students towards AI in educational settings?

4. What are the challenges faced in the adoption and implementation of AI in education?

5. How do the perceptions and attitudes of teachers and students towards AI in education correlate

with the level of AI integration in educational institutions?

1.5 Research Objective

The objective of this study is to investigate several key aspects related to the integration and

adoption of Artificial Intelligence (AI) in educational institutions in Karachi. Firstly, the study

aims to assess the current level of AI integration in educational institutions, providing an overview

of how extensively AI technologies are being utilized in educational settings within the region.

Secondly, the research seeks to identify the factors that influence the adoption of AI in education,

shedding light on the barriers and facilitators that impact the implementation of AI technologies

in Karachi's educational landscape.

Additionally, the study aims to explore the perceptions and attitudes of both teachers and students

towards AI in educational settings. By capturing their perspectives, the research seeks to

understand how AI is perceived and received in the context of education in Karachi, including

their beliefs, opinions, and potential concerns regarding its use.

Furthermore, the study aims to review the applications, prospects, and challenges associated with

the utilization of AI in education. By examining current practices, emerging trends, and potential

future developments, the research aims to provide valuable insights into the potential benefits and

limitations of AI technologies within the educational domain in Karachi. Overall, this study aims

to contribute to a deeper understanding of the current state and future prospects of AI integration

in education, with a specific focus on the context of Karachi.

 Chapter 2

Literature Review

2.1 Evolution of Artificial Intelligence:

Artificial is relatively a modern phenomenon, subsequently giving an exact definition of AI is

difficult. Various Scholars and researchers from different fields have been exploring and trying to
describe the concept of AI. According to Chen xie, zou & Hwang (2020) the concept has got much
attention in 1956 when experts from the Fields of computer science and education pointed to the
use of computer technology in educational domain.

2.2 Definition:

According to Russel & Norvig (2019) Artificial Intelligence is the replication of human cognitive
functions to help an individual broaden knowledge, information, and ability to take informed
decisions.

The researchers defined AI as study if intelligent bots who perform cognitive functions to assist
in learning and decision making.

2.3 Adoption of artificial intelligence in education:

Since the evolution of Artificial Intelligence, it has been widely researched to improve
human wellbeing. It has been found that AI based systems are widely used in language
learning and mathematics. 70% of AI based systems are used to learn language and
20% AI based learning systems are used to master mathematics .
AI systems can act as a student`s intelligent tutor, their learning aid, their intelligent
advisor in the fields of education.

2.4 Attitude and Artificial Intelligence:

The emergence of AI has played a crucial role in the expansion and advancement of
information and communication technology (Lie et al; 2009).

Educational institutions can target earners who are unable to attend traditional
classrooms by utilizing AI as a means of instructions. (Maddux and johnson, 2001)

2.5 Artificial intelligence and Effort Expectancy:

Research on AI has indicated a strong correlation between its development and human
natural language processing systems and learning analytics. (Ocana-Fernandez et al;
2019, Galvez et al., 2013)

The design of AI systems should aim to be user friendly or, in some cases replaces
direct teachers intervention. The effectiveness of these systems depends on their
capability to deliver to high- quality results and learning in an efficient manner.
Platforms like Duolingo exemplify how AI driven applications can reduce efforts in
human machine interactions.

2.6 Artificial intelligence and performance Expectancy:

Galvez et al. (2019) demonstrate the usefulness of utilizing AI for formative

evaluation, feedback and assessment. Although AI in education holds great potential
for providing personalized learning guidance and support to students based on their
individual needs, preferences and characteristics.

The concept of an “ adaptive learning systems” has garnered significant interest,

focusing on the objective of assisting students in their learning journey by adjusting
different components of the learning systems, including user interfaces, educational
content, and learning paths, based on each learners unique circumstances.
2.7 Artificial intelligence and Facilitating conditions:

Santos & Boticario (2014) propose that colleges are deploying resources to increase
adoption of AI to enhance group learning activities, promoting interaction, debate and
collaboration as instructional methodologies. They propose the institutes are now
making increasing is of a collaborative logical framework(CLF) based AI, which helps
alleviate the burden on teachers by providing intelligent assistance in monitoring
students behavior.

2.8 Conceptual framework

Figure 1 below illustrates the research model with hypothesis development.

Individual capability

Attitude.

Effort Expectancy Adoption of Artificial

Intelligence in Education
Performance Expectancy

Facilitating Conditions

Personalized learning experiences

(Trainings)

Figure 1. Conceptual Framework

 Chapter 3

Research Methodology

3.1 Introduction:

The purpose of this research is to examine the factors that influence the adoption of Artificial

Intelligence (AI) in education in Karachi. The study aims to identify the key drivers and barriers

to the integration of AI in educational institutions, as well as to explore the perceptions and

attitudes of educators and students towards the use of AI in the learning process.

The preceding chapter provided a detailed discussion of the conceptual framework and variables

utilized to construct the conceptual framework for this research. In this chapter, the research

methodology will be extensively discussed.

3.2 Research Design:

The research design for this study is grounded in a quantitative approach, which offers precise

measurements, objective observations, and statistical analysis to verify the truth of the findings

(Fernandez & Moldogaziev, 2013). The use of statistical analysis will allow for the examination

of the hypotheses formulated in the literature review chapter. The data collection method employed

for this research involves both primary and secondary data. Primary data was gathered through the

use of questionnaires, while secondary data was collected through the review of relevant articles

and literature on the selected constructs, including past research studies.

The combination of primary and secondary data collection methods ensures the

comprehensiveness of the research design. Additionally, this study utilizes a cross-sectional

approach, where data is collected at a specific point in time. Moreover, correlational research is
used to identify relationships between variables. These research design elements enable a thorough

exploration of the factors affecting the adoption of Artificial Intelligence in education in Karachi.

The selected quantitative methodology is well-suited to conduct empirical tests on the hypotheses

that have been formulated. This methodology allows for precise measurements and objective

observations, ensuring that the research findings are valid and reliable. Overall, the research design

for this study is comprehensive and well-suited to examining the factors affecting the adoption of

Artificial Intelligence in education in Karachi.

3.3 Sample:

To investigate the factors influencing the adoption of Artificial Intelligence in Education, a

quantitative methodology will be employed. The population for the study comprised educators and

students from across Karachi. Determining an appropriate sample size is crucial in research design,

and several perspectives exist on this matter. Sekaran (2000) recommends a minimum of 30

participants for each variable to carry out a multivariate analysis. Other academics suggest a

sample size of 150 respondents, while some propose establishing sample size based on confidence

interval and level (Hair, Black, Babin & Anderson, 2006).

For this study, we used the convenience sampling approach to collect data from 100 participants.

Participation criteria for students were set at 18 years and above, while there were no specific

criteria established for teachers.

3.4 Method of Data Collection & Data Collection Techniques

Data collection is a crucial aspect of any research study, as it forms the basis for analysis and

subsequent conclusions. In this study, both primary and secondary data sources will be utilized.

Primary data will be collected through the use of surveys and questionnaires administered to
educators and students in Karachi. The surveys and questionnaires will be designed to collect data

on factors affecting the adoption of Artificial Intelligence in education, as well as the perceptions

and attitudes of educators and students towards AI. The data will be collected through online

surveys, which will allow for efficient and convenient data collection from a geographically

dispersed population. Data validation will involve the verification of responses to ensure accuracy,

while reliability checks will involve the use of statistical methods to assess the consistency and

stability of data over time. Overall, these measures will help to ensure the validity and reliability

of the data collected for this study.

The research study employed an instrument that was adapted from a study conducted by Zafar and

Rafique (2012). The instrument incorporates four constructs used in this research, along with other

relevant items. The Likert Scale, which is based on a five-point scale, was used in the instrument.

The questions in the instrument correspond to the constructs discussed in the section below. In the

scale, 1 represents "very unlikely" and 5 represents "very likely." The reliability of the instrument

was established by previous literature and researchers, but it will be re-evaluated in light of the

current research and demographics.

The instrument divided into two parts: demographics and constructs namely; attitude, effort

expectancy, performance expectancy, facilitating conditions, adoption of AI in education.

3.5 Variables:

In this study, the key variables that were measured were related to the factors that affected the

adoption of Artificial Intelligence (AI) in education in Karachi. The independent variables

included the various factors that could potentially influence the adoption of AI, such as attitude,

effort expectancy, performance expectancy and facilitating conditions.

To operationalize and measure these variables, a Likert scale was used for the survey questions.

Participants were asked to rate their level of agreement or disagreement with a series of statements

related to the independent variables, such as "I believe that AI can improve the quality of

education" or "I find it easy to use AI tools in the classroom". For the dependent variables,

participants were asked to rate the extent to which they had adopted AI in their educational

institutions, as well as their attitudes and perceptions towards the use of AI in education.
 Chapter 4

4.1 Discussion:

The research's findings were supported by each of the theories. This chapter discusses

the results of the created hypotheses and how well they fit with previous research.

Hypothesis 1:
The first hypothesis based on the relationship between attitude and artificial

intelligence in education. Acceptance of this hypothesis indicates that attitude of the

learner of the educator towards adoption of AI tools to enhance educational experience

is very important.

Hypothesis 2:
The second hypothesis based on the relationship between effort expectancy and

adoption of artificial intelligence in education has a positive relationship and was

rejected indicating that it does not have an impact on the willingness to adopt AI tools

for learning.

Hypothesis 3:
The third hypothesis based on the relationship between performance expectancy and

adoption of artificial intelligence in education has a positive relationship and was

accepted which signs that if the AI tools are expected to increase or improve the

performance, it will be readily accepted and implemented.

Hypothesis 4:
The fourth hypothesis based on the relationship between facilitating conditions and

adoption of artificial intelligence in education has a negative relationship and was

rejected which indicated that it does not really matter to have facilitating conditions for

adoption of AI.

4.2 Implications:

The following implications can be drawn for managers and policymakers in the context

of the application of artificial intelligence in education:

Attitude and Performance Expectancy: The study demonstrates that both attitude and

performance expectancy have a significant impact on the application of artificial

intelligence in education. This implies that individuals' positive attitudes towards AI

and their belief in the effectiveness of AI in educational settings play crucial roles in its

adoption. To promote the use of AI in education, efforts should be made to shape

positive attitudes and build awareness about the benefits and advantages of AI

technology.

Effort Expectancy and Facilitating Conditions: This study suggests that effort

expectancy and facilitating conditions do not have a significant relationship with the

application of AI in education. This indicates that factors related to ease of use and the

availability of necessary resources and support may not be primary drivers of AI

adoption in educational contexts. However, it is still important to consider these factors

to ensure that the implementation of AI is user-friendly and supported by the required

infrastructure and training.

Rejected Hypotheses: The study reveals that the variables associated with effort

expectancy and facilitating conditions do not have a significant impact on the

application of AI in education. This finding suggests that focusing solely on these

aspects may not significantly influence the adoption and usage of AI in educational

settings. Therefore, researchers and practitioners should prioritize other factors, such as

attitude and performance expectancy, which have been identified as having a stronger

influence on AI adoption.

These findings emphasize the importance of creating positive attitudes towards AI and

showcasing its benefits to stakeholders in the education sectors. While effort

expectancy and facilitating conditions may not be primary drivers of AI adoption, they

should still be considered to ensure a supportive and user-friendly environment for the

implementation of AI in educational settings.

4.3 Limitations and Future Research

There are several limitations and potential biases that should be acknowledged in the

research design and data collection methods used in this study on factors influencing

the adoption of AI in education.

Firstly, the study was limited to a specific geographic region, namely Karachi, which

may limit the generalizability of the findings to other regions or countries.

Additionally, the study only focused on educational institutions and did not consider

the perspectives of other stakeholders such as policymakers or parents, which could

impact the validity of the findings.

Secondly, the study relied on self-reported data from participants, which may be

subject to response bias or social desirability bias. Participants may have provided

socially desirable responses instead of their true opinions or experiences, which could

impact the validity of the findings.

Thirdly, the study only used quantitative research methods and did not incorporate

qualitative research methods such as interviews or focus groups, which could provide

more in-depth insights into participants' experiences and perspectives.

Finally, the study was conducted during a specific time period and may not account for

potential changes or developments in the adoption of AI in education in the future.

These limitations and potential biases could impact the validity and generalizability of

the findings. However, by acknowledging these limitations and potential biases, the

study can still provide valuable insights into the factors influencing the adoption of AI

in education in Karachi and can inform future research in this area. Furthermore,

future researchers can explore additional variables such as social influence, perceived

usefulness, or technological readiness to gain a more comprehensive understanding of

the factors influencing AI adoption. Additionally, investigating the role of contextual

factors, such as educational level or subject area, can provide insights into the specific

contexts in which AI adoption may be more or less prominent.

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