Artificial Intelligence in Education: A Boon or a Bane?
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Page: 301-305
Ruchi Dubey Chaturvedi, Freyana Shinde, Azmeen Aga, Juhi Desai, Rhea Dhanboora, and Niti Kothari (Department of Psychology, Jai Hind College (Autonomous), Mumbai, Maharashtra)
Description
Page: 301-305
Ruchi Dubey Chaturvedi, Freyana Shinde, Azmeen Aga, Juhi Desai, Rhea Dhanboora, and Niti Kothari (Department of Psychology, Jai Hind College (Autonomous), Mumbai, Maharashtra)
Artificial Intelligence (AI) has found a place in the modern world when technical advancements are occurring at a rapid speed. It purports to help people process knowledge and skills more accurately, productively, and efficiently. The core issues of the use of AI in the educational sector range from pupils becoming distracted from their studies, decline in their cognitive processes, poor academic performance, and overreliance on untrustworthy learning material. The present study examines the way AI has impacted the Indian educational sector. For exploring this the participants selected were teachers and undergraduate students. The sample comprised of 6 Assistant Professors teaching undergraduate students, with an average age of 33 years. Also, 7 undergraduate students, out of which 5 were studying in India, one in the USA, and one in the UK. Their average age was 21 years. Focused group discussions were conducted and thematic analysis was done on the responses. The results point towards greater receptivity among students to adopt AI tools as they offered them opportunities for personalised learning, provided access to a large amount of information, and saved their time and effort, without hampering their motivation and creativity levels. However, some students studying in India were also apprehensive about becoming too dependent on AI. This contrasts with Indian students studying abroad who felt that their productivity and efficiency have been enhanced due to AI. Teachers thought that AI-powered tools could help them with administrative tasks, aid in making classroom teaching more interactive, and extra free time they could devote to developing innovative pedagogy. However, the teachers were more apprehensive about students developing a dependency on AI and indulging in its unethical usage. They also raised doubts about whether, with time, students will start regarding AI as their primary source of information. They stressed that face-to-face classroom interactions are irreplaceable in the education sector. The study proposes optimal use of AI with traditional educational set-up, for maximal gains in the teaching and learning process.