Use of artificial intelligence tools in postgraduate learning: A case study

Abstract

The purpose of this study was to explore the use of AI-assisted tools in the higher education learning process by finding out the specific tools utilized by postgraduate students and exploring the associated benefits and challenges of their integration. A case study approach was adopted, focusing on postgraduate students studying Information Technology in Education at a state university. A sample of 100 students and 10 lecturers was selected using the purposive sampling method. Data were gathered through questionnaires, document analysis of 20 assignments, and semi-structured interviews with 20 students and 10 lecturers. Quantitative data were analyzed using descriptive methods, while qualitative data were analyzed using thematic analysis.  The findings revealed that postgraduate students frequently used AI-assisted tools for learning, especially in the preparation of various classroom activities, including written assignments, coding tasks, and multimedia creation. Questionnaire data revealed that 100% of the students used AI-assisted tools in their classroom activities. The interview data suggested that benefits include language fluency, quick access to information, time-saving capabilities, coding assistance in various programming languages, and the ability to create multimedia content.  However, lecturers identified several challenges, especially concerning academic integrity when evaluating classroom activities, assignments, and theses. They expressed concerns over maintaining academic standards, students’ critical thinking abilities, and ethical considerations when planning lessons and assignments. While AI-assisted tools can significantly enhance teaching and learning efficiency, their improper use may hinder students’ intellectual development. Therefore, when designing classroom activities and assessments, lecturers should focus on evaluating higher-order thinking skills. It is recommended that the university raise awareness among both students and lecturers regarding the ethical and responsible use of AI-assisted tools in teaching, and implement clear policies to regulate the use of AI-assisted tools in learning.