Categorie 3: AI voor docent- en studentondersteuning en competentie Casestudy 14: Het effect van AI-chatbots op het hoger onderwijs onthuld: inzichten van studenten General information Bjelland, Camilla & Ludvigsen, Kristine & Mogelvang, Anja. (2024). Unveiling the impact of AI chatbots on higher education: Insights from students. Proceedings of INTED2024 Conference 4th-6th March 2024, Valencia, Spain. https://www.researchgate.net/publication/378942626_Unveiling_the_impact_of_AI_chat bots_on_higher_education_Insights_from_students University/ HEI: Western Norway University of Applied Sciences (HVL), in Norway Course and subject domain: Institutional-wide research, not on specific course Aim: Explore the extent of students' engagement with AI chatbots in higher education and investigate students' use and perception of AI chatbots in higher education Target group: 2822 HVL students Description of case AI tool used: ChatGPT-3.5 A detailed description of what happened: To investigate the students' attitudes, and use of AI and AI chatbots to support teaching and learning in HE, an anonymous survey was conducted with closed-ended and open-ended questions, based on a previous survey on student AI usage in Norway. The survey was conducted digitally at one of the major university colleges in Norway and was available throughout September 2023, on the learning platform, info boards, campus posters, and on various social media. Using the SurveyXact programme, 2822 students participated. The data collection followed the regulation of the General Data Protection Regulation (GDPR). The participants were informed of the purpose of the study, that their participation was voluntary, and that no personal sensitive, nor identifiable data was collected. Lessons learned Results revealed three main areas of interest: AI as feedback or academic writing assistant, AI as personalisation and adaptation mechanism and AI as a matter of ethical consideration. Students employ AI-chatbots as guides throughout their writing processes. This includes the initial stages of idea generation, problem formulation, outlining and structuring, as well as feedback on form and content during the process, and language correction in the editing phase. Also, students use AI-chatbots as learning partners and teaching assistants, especially for simpler explanations of complex topics to align with their pre-understanding. Implications for practice Use of AI chatbots in educational settings requires digital competence among educators as well as students. This competence involves a combination of technical, pedagogical, and didactic skills, as well as knowledge related to the content and methods of the subjects and ethical and responsible use. In addition, educators' digital competence is linked to developing students' digital competence. To enhance competence and contribute to the development of pedagogical practices related to the use of AI chatbots in teaching and learning, a research-oriented approach is recommended. This involves systematically developing and testing activities, investigating them using various methods, and sharing and discussing experiences within a collegial community.
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