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| Format: | Preprint |
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2025
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| Online Access: | https://arxiv.org/abs/2503.13535 |
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| _version_ | 1866911689401696256 |
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| author | Xie, Meijuan Luo, Liling |
| author_facet | Xie, Meijuan Luo, Liling |
| contents | The advent of generative artificial intelligence (GAI) has brought about a notable surge in the field of education. The use of GAI to support learning is becoming increasingly prevalent among students. However, the manner and extent of its utilisation vary considerably from one individual to another. And researches about student's utilisation and perceptions of GAI remains relatively scarce. To gain insight into the issue, this paper proposed a hybrid-survey method to examine the impact of GAI on students across four different grades in six key areas (LIPSAL): learning interest, independent learning, problem solving, self-confidence, appropriate use, and learning enjoyment. Firstly, through questionnaire, we found that among LIPSAL, GAI has the greatest impact on the concept of appropriate use, the lowest level of learning interest and self-confidence. Secondly, a comparison of four grades revealed that the high and low factors of LIPSAL exhibited grade-related variation, and college students exhibited a higher level than high school students across LIPSAL. Thirdly, through interview, the students demonstrated a comprehensive understanding of the application of GAI. We found that students have a positive attitude towards GAI and are very willing to use it, which is why GAI has grown so rapidly in popularity. They also told us prospects and challenges in using GAI. In the future, as GAI matures technologically, it will have an greater impact on students. These findings may help better understand usage by different students and inform future research in digital education. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2503_13535 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Unlocking Learning Potentials: The Transformative Effect of Generative AI in Education Across Grade Levels Xie, Meijuan Luo, Liling Computers and Society Artificial Intelligence The advent of generative artificial intelligence (GAI) has brought about a notable surge in the field of education. The use of GAI to support learning is becoming increasingly prevalent among students. However, the manner and extent of its utilisation vary considerably from one individual to another. And researches about student's utilisation and perceptions of GAI remains relatively scarce. To gain insight into the issue, this paper proposed a hybrid-survey method to examine the impact of GAI on students across four different grades in six key areas (LIPSAL): learning interest, independent learning, problem solving, self-confidence, appropriate use, and learning enjoyment. Firstly, through questionnaire, we found that among LIPSAL, GAI has the greatest impact on the concept of appropriate use, the lowest level of learning interest and self-confidence. Secondly, a comparison of four grades revealed that the high and low factors of LIPSAL exhibited grade-related variation, and college students exhibited a higher level than high school students across LIPSAL. Thirdly, through interview, the students demonstrated a comprehensive understanding of the application of GAI. We found that students have a positive attitude towards GAI and are very willing to use it, which is why GAI has grown so rapidly in popularity. They also told us prospects and challenges in using GAI. In the future, as GAI matures technologically, it will have an greater impact on students. These findings may help better understand usage by different students and inform future research in digital education. |
| title | Unlocking Learning Potentials: The Transformative Effect of Generative AI in Education Across Grade Levels |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2503.13535 |