IMPACTS OF GENERATIVE AI ON ENGINEERING AND PRODUCT DESIGN STUDENTS’ PERFORMANCE
Year: 2024
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Bathaei Javareshk, Maryam; Watkins, Matthew Alan; Jobling, Philippa; Siena, Luke
Series: E&PDE
Institution: Cranfield University, United Kingdom; Loughborough University, United Kingdom; Nottingham Trent University, United Kingdom
Page(s): 19 - 24
DOI number: 10.35199/EPDE.2024.4
ISBN: 978-1-912254-200
ISSN: 3005-4753
Abstract
There has been a growing interest in recent years on the use of artificial intelligence (AI) and computer science applications within the field of education. Previous systematic reviews and meta-analysis research has shown that use of AI and computer science can enhance students' performance in educational contexts. However, studies are mixed in their impressions of the use of Generative AI as a disruptive technology, with educators citing concerns over plagiarism and misuse of such technology by students. These tools represent a stark contrast to many traditional educational approaches and requires reshaping of assessments to ensure that learning outcomes can still be measured. Nevertheless, there is still a significant lack of studies examining the students’ perspectives on the use of these technologies and its impact on their academic performance. Therefore, the current paper aims to investigate how generative AI impacts upon product design and engineering students’ performance within educational contexts in the UK. Through the distribution of an online survey, the study aims to assess student’s attitudes, preferences, and challenges concerning the use of AI powered tools. Furthermore, it aims to capture valuable insights from students into how generative AI technologies can impact on various aspects of their academic achievement, learning outcomes, and engagement.
Keywords: Generative AI, Education, Teaching and Learning, Disruptive Technologies