An Exploratory Study on the Efficacy and Inclusivity of AI Technologies in Diverse Learning Environments

Abstract

This exploratory research conducted a thematic analysis of students’ experiences and utilization of AI tools by students in educational settings. We surveyed 87 undergraduates from two different educational courses at a comprehensive university in Western Canada. Nine integral themes that represent AI’s role in student learning and key issues with respect to AI have been identified. The study yielded three critical insights: the potential of AI to expand educational access for a diverse student body, the necessity for robust ethical frameworks to govern AI, and the benefits of personalized AI-driven support. Based on the results, a model is proposed along with recommendations for an optimal learning environment, where AI facilitates meaningful learning. We argue that integrating AI tools into learning has the potential to promote inclusivity and accessibility by making learning more accessible to diverse students. We also advocate for a shift in perception among educational stakeholders towards AI, calling for de-stigmatization of its use in education. Overall, our findings suggest that academic institutions should establish clear, empirical guidelines defining student conduct with respect to what is considered appropriate AI use.

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