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| Autores principales: | , , , |
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| Formato: | Preprint |
| Publicado: |
2025
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| Materias: | |
| Acceso en línea: | https://arxiv.org/abs/2509.13899 |
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| _version_ | 1866915499219091456 |
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| author | Watterson, Steven Atkinson, Sarah Murray, Elaine McDowell, Andrew |
| author_facet | Watterson, Steven Atkinson, Sarah Murray, Elaine McDowell, Andrew |
| contents | The arrival of AI tools and in particular Large Language Models (LLMs) has had a transformative impact on teaching and learning and institutes are still trying to determine how to integrate LLMs into education in constructive ways. Here, we explore the adoption of LLM-based tools into two teaching programmes, one undergraduate and one postgraduate. We provided to our classes (1) a LLM-powered chatbot that had access to course materials by RAG and (2) AI-generated audio-only podcasts for each week$\text{'}$s teaching material. At the end of the semester, we surveyed the classes to gauge attitudes towards these tools. The classes were small and from biological courses. The students felt positive about AI generally and that AI tools made a positive impact on teaching. Students found the LLM-powered chatbot easy and enjoyable to use and felt that it enhanced their learning. The podcasts were less popular and only a small proportion of the class listened weekly. The class as a whole was indifferent to whether the podcasts should be used more widely across courses, but those who listened enjoyed them and were in favour. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2509_13899 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | AI as a teaching tool and learning partner Watterson, Steven Atkinson, Sarah Murray, Elaine McDowell, Andrew Human-Computer Interaction The arrival of AI tools and in particular Large Language Models (LLMs) has had a transformative impact on teaching and learning and institutes are still trying to determine how to integrate LLMs into education in constructive ways. Here, we explore the adoption of LLM-based tools into two teaching programmes, one undergraduate and one postgraduate. We provided to our classes (1) a LLM-powered chatbot that had access to course materials by RAG and (2) AI-generated audio-only podcasts for each week$\text{'}$s teaching material. At the end of the semester, we surveyed the classes to gauge attitudes towards these tools. The classes were small and from biological courses. The students felt positive about AI generally and that AI tools made a positive impact on teaching. Students found the LLM-powered chatbot easy and enjoyable to use and felt that it enhanced their learning. The podcasts were less popular and only a small proportion of the class listened weekly. The class as a whole was indifferent to whether the podcasts should be used more widely across courses, but those who listened enjoyed them and were in favour. |
| title | AI as a teaching tool and learning partner |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2509.13899 |