Revolutionising Distance Learning: A Comparative Study of Learning Progress with AI-Driven Tutoring
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arXiv
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| Main Authors: | , , , , , , |
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| Format: | Preprint |
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2024
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| _version_ | 1866929285061672960 |
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| author | Möller, Moritz Nirmal, Gargi Fabietti, Dario Stierstorfer, Quintus Zakhvatkin, Mark Sommerfeld, Holger Schütt, Sven |
| author_facet | Möller, Moritz Nirmal, Gargi Fabietti, Dario Stierstorfer, Quintus Zakhvatkin, Mark Sommerfeld, Holger Schütt, Sven |
| contents | Generative AI is expected to have a vast, positive impact on education; however, at present, this potential has not yet been demonstrated at scale at university level. In this study, we present first evidence that generative AI can increase the speed of learning substantially in university students. We tested whether using the AI-powered teaching assistant Syntea affected the speed of learning of hundreds of distance learning students across more than 40 courses at the IU International University of Applied Sciences. Our analysis suggests that using Syntea reduced their study time substantially--by about 27\% on average--in the third month after the release of Syntea. Taken together, the magnitude of the effect and the scalability of the approach implicate generative AI as a key lever to significantly improve and accelerate learning by personalisation. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2403_14642 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Revolutionising Distance Learning: A Comparative Study of Learning Progress with AI-Driven Tutoring Möller, Moritz Nirmal, Gargi Fabietti, Dario Stierstorfer, Quintus Zakhvatkin, Mark Sommerfeld, Holger Schütt, Sven Computers and Society Artificial Intelligence Machine Learning Generative AI is expected to have a vast, positive impact on education; however, at present, this potential has not yet been demonstrated at scale at university level. In this study, we present first evidence that generative AI can increase the speed of learning substantially in university students. We tested whether using the AI-powered teaching assistant Syntea affected the speed of learning of hundreds of distance learning students across more than 40 courses at the IU International University of Applied Sciences. Our analysis suggests that using Syntea reduced their study time substantially--by about 27\% on average--in the third month after the release of Syntea. Taken together, the magnitude of the effect and the scalability of the approach implicate generative AI as a key lever to significantly improve and accelerate learning by personalisation. |
| title | Revolutionising Distance Learning: A Comparative Study of Learning Progress with AI-Driven Tutoring |
| topic | Computers and Society Artificial Intelligence Machine Learning |
| url | https://arxiv.org/abs/2403.14642 |