See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/377116599

STUDENTS' PERCEPTION TOWARDS USE OF ARTIFICIAL INTELLIGENCE TOOLS

IN EDUCATION

Article · January 2024

CITATIONS READS

0 4,156

3 authors, including:

Linet Christilda Gnana Lilly R

Women's Christian College
19 PUBLICATIONS 1 CITATION

SEE PROFILE

All content following this page was uploaded by Linet Christilda Gnana Lilly R on 04 January 2024.

The user has requested enhancement of the downloaded file.

 ISSN 2319-829X 109
HUMANITIES AND SOCIAL SCIENCE STUDIES, VOL. 12 ISSUE (1) NO 18 JANUARY – JUNE : 2023 109

STUDENTS’ PERCEPTION TOWARDS USE

OF ARTIFICIAL INTELLIGENCE TOOLS IN
EDUCATION
Dr. R. Linet Christilda GnanaLilly, Associate Professor, PG Dept of Commerce, Women’s Christian
College, Chennai.

ABSTRACT
The study looks at the impact of contemporary AI tools in the education system, which is deployed
by students pursuing business majors. By giving students an array of tools that can hasten their learning,
AI tools have transformed the way education is. A structured questionnaire was used to collect data from
52 students pursuing UG and PG in commerce, accounting, economics, marketing, etc. using random
sampling technique. Statistical tools like percentages,ANOVA, Chi-square analysis, Correlation were
used to analyze the data. The study explores the ability of technology to improve student’s educational
skills as well as the significance of a comprehensive approach in incorporating AI Tools in academics
which can assist students in making better choices in their academic programs. Additionally, the research
addresses the obstacles to integrating AI tools in academics.
Keywords: Academics, Education, Teaching, Artificial Intelligence, AI

1. INTRODUCTION
One of the technologies that are rapidly advancing and have the potential to reform how we live is
Artificial Intelligence (AI). From Alexa to Morris Garage, Artificial Intelligence has become a part of
our daily life. AI is evolving and developing more intelligently as a result, generating new tools to make
people’s life much easier. With
AI, the concept of creation can be done at a much more convenient pace by humans. More astonishing
outcomes can be accomplished when humans and AI work collaboratively. Artificial Intelligence uses
its machine learning languages, while humans on other hand giving in inputs to the machine will bring
life to innovations. Education is an essential element in a student’s skill development, and AI has already
begun to effectively guide students in transforming the way they learn. After the pandemic, students
seem to be more exposed to technology and AI-enhanced learning. As a result, Artificial Intelligence in
the field of education has flourished. AI analyses students’ behavior and patterns which are changing
according to their needs. Artificial Intelligence is not only used by students from computer studies but
by every student, regardless of their field of study, who employ artificial intelligence in their daily lives.
These AI technologies enable the students to scrutinize more perplexing problems and help them to
smooth them out with a better explanation. The AI tools offer high-quality instruction while informing
students about impending trends. The fact that these AI technologies may have more drawbacks than
benefits is one of the primary concerns regarding their implementation in academics. As AI grows more
in the education field, it may occupy the majority of the field which can create a good quality and
effective education system yet with a pessimistic view. This study is done to find out how AI tools are
useful for students who are majoring in business and to find out the challenges they face.
 ISSN 2319-829X
HUMANITIES AND SOCIAL SCIENCE STUDIES, VOL. 12 ISSUE (1) NO 18 JANUARY – JUNE : 2023 110

REVIEW OF LITERATURE
Surat Jain and Roshita Jain (2019) state that AI is important for higher education as it contributes
to the nation’s development and can help people get highly paid and skilled jobs, increasing their
standard of living, and enhancing teaching skills. It is also found that AI is easier to use and cheaper
than traditional education, and can be used in areas where it is labor sensitive. It can also promote
adaptiveness and help teachers understand the eligibility of students. However, it requires a lot of funding
to bring AI into education, even though it is easy to use. Annabel Lindner and Ralf Romeike (2019)
explore the difficulties that educators may have as a result of the use of AI. Only 77.78% of teachers
believe AI systems can be helpful, and 94.44% believe AI technologies could pose a greater risk if used
in daily education and it could be more time-consuming than traditional learning. Ahmet Gocen and
Fatih Aydemir (2020) elucidate that there may be significant drawbacks if AI is employed in biometric
attendance, virtual learning, personalized education, and student-centered learning. Although 44% of
teachers believe that AI has more negative effects than positive ones, 95% of people from engineering
backgrounds who deal with AI software believe that it is good.

OBJECTIVES
The following objectives were framed to understand the use of AI tools by the researchers.
●● To examine the efficacy and usefulness of AI for students in their academics.
●● To check how AI contributes to the enhancement of educational skills.
●● To analyze the challenges encountered by students while using AI tools.

RESEARCH METHODOLOGY
The research was conducted to assess how well AI tools are beneficial to students studying in
Chennai, Tamil Nadu. The primary data was collected from 52 respondents from different colleges such
as Women’s Christian College, Stella Maris College, MOP Vaishnav College, Ethiraj College, Loyola,
Madras Christian College, University of Madras, Hindustan University, Gurunanak College and Justice
Basheer College was obtained using a structured questionnaire. The target audience includes students
pursuing UG and PG in commerce, accounting, economics, marketing, etc. The data collected were
tested for reliability which is Cronbach’s Alpha 0.610 and hence the questionnaire was found to be
reliable..

DISCUSSION
This section includes descriptive analysis and hypothesis testing.

DESCRIPTIVE ANALYSIS
The study reveals that the majority of the respondents are Male (57.7%) belonging to the age group
of 17-20 years (73.1%) pursuing UG (93.3%). The students feel that Artificial Intelligence is useful and
effective (63.5%), with 51.9% stating that it is much needed. 42.3% found AI technology to be better
than human intelligence and reliable. It is also found that 46.2% believe that AI provides additional
information with 36.5% of students finding AI technologies to be less troublesome. Furthermore, 38.5%
 ISSN 2319-829X 111
HUMANITIES AND SOCIAL SCIENCE STUDIES, VOL. 12 ISSUE (1) NO 18 JANUARY – JUNE : 2023 111

feel that AI has the ability to predict the future. 51.9% of students encounter technical difficulties while
using AI. 34.6% of students find that there is excessive dependence on AI and it leads to a lack of
creativity (38.5%), a lack of interpersonal skills (53.8%), and laziness (48.1%). The study also shows
that 44.2% of students lack an understanding of using AI. 53.8% of students state that it is not available
to all and 42.3% are concerned about data privacy.

HYPOTHESIS TESTING
Hypothesis 1: Effectiveness of artificial intelligence with respect to the level of education (ANOVA)
H0: There is no significant difference between the level of education and the effectiveness of using
artificial intelligence.

Table 5.1 Effectiveness of AI with respect to the Level of Education

ANOVA
Sum of Squares df Mean Square F Sig. H0
Between Groups .040 1 .040 .097 .757 Accepted
Within Groups 20.729 50 .415
Total 20.769 51

(Source: Computed)
The above table demonstrates that the “p value” of 0.757 is more than 0.05, the null hypothesis
is accepted. As a result, there is no significant relationship between the level of education and the
effectiveness of using AI. This shows that the effectiveness while using AI in education is the same
between undergraduates and postgraduates.
Hypothesis 2: Enhancement of educational skills and frequent usage of AI tools (Correlation)
H0: There is no significant relationship between the enhancement of educational skills using AI
tools with frequent usage of AI tools.

Table 5.2 Enhancement of skills in AI with respect to Frequent Usage of AI tools

Correlations

Enhancement Frequent H0
of Educational Usage of AI
Skills tools
Enhancement of Edu- Pearson Correlation 1 .178 Accepted
cational Skills Sig. (2-tailed) .206
N 52 52
Frequent Usage of AI Pearson Correlation .178 1
tools Sig. (2-tailed) .206
N 52 52

(Source: Computed)
 ISSN 2319-829X
HUMANITIES AND SOCIAL SCIENCE STUDIES, VOL. 12 ISSUE (1) NO 18 JANUARY – JUNE : 2023 112

With the above analysis, it is seen that there is no significant relationship between the frequent usage
of AI tools and the enhancement of skills in education because the significant value of 0.206 is greater
than the critical value of 0.05 and it has a low positive correlation which states that there is no very
strong relationship between both the variables. Therefore, using AI tools frequently will not improve
their skills.
Hypothesis 3: AI tools help in the enhancement of skills with respect to gender.
(Chi-square Analysis)
H0: There is no significant association between gender and the enhancement of educational skills
using AI tools.

Table 5.3 Enhancement of Educational Skills by using AI tools with respect to g

Chi-Square Tests
Value df Asymptotic H0
Significance (2sided)
Pearson Chi-Square 39.026a 26 .048 Rejected
Likelihood Ratio 53.170 26 .001
Linear-by-Linear Association 5.253 1 .022 The minimum
N of Valid Cases 52
a. 54 cells (100.0%) have an expected count of less
than 5. expected count is .42.

(Source: Computed)
As seen from the above table, the null hypothesis is rejected because the significance value of 0.048
is lesser than 0.05. Hence, while utilizing AI tools, there is an association between gender and the
enhancement of educational skills. As a result, the enhancement of skill in men and women differs.
Hypothesis 4: Challenges faced by students while using AI tools with respect to the level of education.
(ANOVA)
H0: There is no difference between the level of education and the challenges faced by using AI tools.

Table 5.4 Challenges faced by students while using AI with respect to the Level of Education

ANOVA
Sum of Squares df Mean Square F Sig. H0

Between Groups .002 1 .002 .008 .930 Accepted

Within Groups 13.083 50 .262
Total 13.085 51

(Source: Computed)
Based on the analysis, the significance value is 0.930 which is greater than the critical value of
0.05, hence the null hypothesis is accepted. This show that there is no significant difference between
 ISSN 2319-829X 113
HUMANITIES AND SOCIAL SCIENCE STUDIES, VOL. 12 ISSUE (1) NO 18 JANUARY – JUNE : 2023 113

the challenges faced by students using AI tools and their level of education. This shows that students at
different educational levels experience the same obstacles.
Hypothesis 5: Lack of Understanding of AI technology with respect to Age. (Chisquare Analysis)
H0: There is no association between the lack of understanding of AI technology with respect to the
age of respondents.

Table 5.5 Lack of Understanding of AI technology with respect to Age

Chi-Square Tests
Value df Asymptotic H0
Significance (2sided)
Pearson Chi-Square 5.458a 3 .141 Accepted
Likelihood Ratio 5.591 3 .133
Linear-by-Linear Association 1.617 1 .204
N of Valid Cases 52 minimum
a. 4 cells (50.0%) have an expected count of less
than 5. The expected count is .54.

(Source: Computed)
The analysis clearly defines that there is no association between the lack of understanding of AI
technology and the age of respondents because the significant value of 0.141 is greater than the critical
value of 0.05. This shows that age has no effect on understanding AI technology.

DISCUSSION

●● 63.5% believe that AI is a useful and effective technology and 51.9% think that AI is a necessary
technology in today’s education.
●● 42.3% found that it is superior to human intelligence and it also clearly shows that 46.2%
acquire more information from using AI technologies in education.
●● 51.9% agree that software glitches as well as other technical problems can occur using AI tools
and around 42.3% are concerned about their data being leaked while using AI tools.
●● The study shows that with the excessive use of AI tools 38.5% feel that they lack creativity, and
53.8% believe that their interpersonal skills have not improved.
●● It was found that 53.8% think that not every student has access to AI tools in education, 44.2%
lack an understanding while incorporating AI tools in education , 48.1% of students believe that
using AI tools more often makes them lazier.
●● According to the study, the effectiveness of using AI in education may not differ among students
pursuing undergraduate and postgraduate degrees.
●● The research clearly shows even students who use AI tools frequently have no relationship
between skill enhancement with the use of AI tools.
 ISSN 2319-829X
HUMANITIES AND SOCIAL SCIENCE STUDIES, VOL. 12 ISSUE (1) NO 18 JANUARY – JUNE : 2023 114

●● T he findings show that there is an association between gender and educational skill development
when using AI tools. It is found that male and female students have distinct methods of learning
using AI
●● It is evident from the research that students at both the undergraduate and postgraduate levels
experience a similar set of challenges while using AI tools in education.
●● The study shows that age is not a factor that will consider the level of understanding of AI
technology as there is no association between them.

SUGGESTION

●● Students should be educated more on using AI tools to combat a lack of understanding.

●● Developers can put more effort into making AI tools that are less prone to errors and can have
help options to clarify the user’s queries.
●● A s most of the students are concerned about data privacy, the developer can safeguard the
students from their works being leaked with powerful encryptions.
●● It is also equally important that AI tools must be accessible to students from different disciplines
and not just the students from STEM.
●● Students can limit their use of AI tools by implementing screen time limitations, which will
allow them to withdraw from technology, as to keep their minds active without becoming lazy.

CONCLUSION
In conclusion, AI tools have impacted academics in both favorable and harmful ways. On the
plus side, AI tools have made studying more simple and more available by providing students with a
selection of tools for various academic purposes. Using AI technologies can be problematic too since
students will become more dependent on them and lose their ability to think independently. Since AI
is the future of all industries and India is one of the developing countries in technology, students must
begin implementing these technologies in their learning environments because they will be employing
them once they start their professional lives. Therefore, it’s essential to use AI tools ethically to improve
the students’ learning effectiveness and quality. AI can be given importance in the upcoming Education
Policy of India.

REFERENCES
[1] S
 urat Jain and Dr. Roshita Jain (2019). Role of Artificial Intelligence in Higher Education – An Empirical
Study.
[2] http://ijrar.com/upload_issue/ijrar_issue_20544069.pdf
[3] Annabel Linder and Ralf Romeike (2019). Teachers Perspective on Artificial Intelligence.
[4] www.researchgate.net/publication/337716601_Teachers%27_Perspectives_on _Artificial_Intelligence
[5] Ahmet Gocen and Fatith Aydemir (2020) – Artificial Intelligence in Education and Schools.
[6] https://www.researchgate.net/publication/352044231_Artificial_Intelligence_i n_Education_and_Schools
 ISSN 2319-829X 115
HUMANITIES AND SOCIAL SCIENCE STUDIES, VOL. 12 ISSUE (1) NO 18 JANUARY – JUNE : 2023 115

[7] L
 . Chen, P. Chen and Z. Lin, “Artificial Intelligence in Education: A Review,” in IEEE Access, vol. 8, pp. 75264-
75278, 2020, doi: 1109/ACCESS.2020.2988510.
[8] S
 . Pokrivcakova, “Preparing teachers for the application of AI-powered technologies in foreign language
education”, J. Lang. Cultural Edu., vol. 7, no. 3, pp. 135-153, Dec. 2019.
[9] Xuesong Zhai, Xiaoyan Chu, Ching Sing Chai, Morris Siu Yung Jong, Andreja
[10] I stenic, Michael Spector, Jia-Bao Liu, Jing Yuan, Yan Li, “A Review of Artificial Intelligence (AI) in
Education from 2010 to 2020”, Complexity, vol. 2021, Article ID 8812542, 18 pages, 2021. https://doi.
org/10.1155/2021/8812542
[11] Chubb, J., Cowling, P. & Reed, D. Speeding up to keep up: exploring the use of AI in the research process. AI
& Soc 37, 1439–1457 (2022).
[12] https://doi.org/10.1007/s00146-021-01259-0
[13] Cyranoki (2019) Artificial intelligence is selecting grant reviewers in China.
[14] https://www.nature.com/articles/d41586-019-01517-8. Accessed 3 Mar 2021
[15] U
 KRI (2021) Transforming our world with AI. https://www.ukri.org/wpcontent/uploads/2021/02/UKRI-120221-
TransformingOurWorldWithAI.pdf. Accessed 16 Mar 2021
[16] P
 rocter R, Glover B, Jones E (2020) Research 4.0—research in the age of automation. Demos, September 2020.
https://demos.co.uk/wpcontent/uploads/2020/09/Research-4.0-Report.pdf
[17] T
 he Royal Society (2019) The AI revolution in science. https://royalsociety.org/-/media/policy/projects/ai-and-
society/AI-revolutionin-science.pdf?la=en-GB&hash=5240F21B56364A00053538A0BC29FF5F. Accessed 8
Aug 2021
[18] A
 iken RM, Epstein RG (2000) Ethical guidelines for AI in education: Starting a conversation. Int J Artif Intell
Educ 11:163–176
[19] S
 erholt S, Barendregt W, Vasalou A, Alves-Oliveira P, Jones A, Petisca S, Paiva A (2017) The case of classroom
robots: teachers’ deliberations on the ethical tensions. AI Soc 32(4):613–631
[20] C
 ope B, Kalantzis M, Searsmith D (2020) Artificial intelligence for education: knowledge and its assessment in
AI-enabled learning ecologies. Educ Philos
[21] Theory. https://doi.org/10.1080/00131857.2020.1728732
[22] A
 JE (2018) Peer review: how we found 15 million hours of lost time. https://www.aje.com/arc/peer-review-
process-15-million-hours-lost-time/. Accessed 18 Aug 2021
[23] Bourdieu P (1988) Homo academicus. Stanford University Press.
[24] Holbrook JB, Hrotic S (2013) Blue skies, impacts, and peer review. RT J Res
[25] Policy Eval. https://doi.org/10.3130/2282-5398/2914
[26] G
 ibbons M (2000) Mode 2 society and the emergence of context-sensitive science. Sci Public Policy 27(3):159–
163. Ashwin P, Boud D, Calkins S, Coate K, Hallett F, Light G et al (2020)
 ISSN 2319-829X
HUMANITIES AND SOCIAL SCIENCE STUDIES, VOL. 12 ISSUE (1) NO 18 JANUARY – JUNE : 2023 116

[27] Reflective teaching in higher education. Bloomsbury Academic

[28] W
 ellcome Trust (2020) What researchers think about the culture they work in. https://wellcome.org/sites/default/
files/what-researchers-think-about-theculture-they-work-in.pd. Accessed 17 Nov 2020
[29] B
 acevic J (2017) Beyond the third mission: toward an actor-based account of universities’ relationship with
society. Universities in the neoliberal era. Palgrave Macmillan, London, pp 21–39
[30] U
 KRI (2020) Corporate plan, 2020–21. https://www.ukri.org/wpcontent/uploads/2020/10/UKRI-091020-
CorporatePlan2020-21.pdf. Accessed 17 Nov 2020

View publication stats