Date of Award
6-15-2024
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Technology
Capstone Instructor
Dr. Robin Percival
Second Reader
Dr. Nora Flom
Keywords
Keywords: artificial intelligence (AI), differentiation, perception, learning achievement, secondary education
Abstract
The existence of artificial intelligence (AI) and its gradual incorporation into education has started to leave a mark on pedagogy. There have been various perceptions of how AI affects students and their academic achievement. This capstone project aimed to synthesize multiple current research studies to determine how students and teachers perceived and used artificial intelligence in education (AIED) and how it benefited secondary students' learning potential. As a result of this research, the examined studies revealed that student and teacher perceptions of AI and AIED affected people's willingness to use AI (Chai et al., 2021; Cong-Lem et al., 2024; Mabuan, 2024; Marrone et al., 2022; Sing et al., 2022) and students' academic performance increased if they were taught about AI before or while using it for an educational task (Alneyadi & Wardat, 2023; Hsu et al., 2022; Kazu & Kuvvetli, 2023). Students' academic achievements also grew when AI and AIED personalized and differentiated learning experiences (Alneyadi & Wardat, 2023; Burkhard et al., 2022; Hsu et al., 2023; Kazu & Kuvvetli, 2023; Rutner & Scott, 2022; Standen et al., 2020). These results have indicated that AI must be explicitly taught to teachers and students and have a specific educational purpose to benefit secondary student learning.