Unveiling the impact of AI chatbots on higher education: Insights from students

Abstract

This article focus on AI chatbots' role in teaching and learning practices. The study was conducted by academic developers at the Western Norway University of Applied Sciences (HVL), in Norway. We explore students' perceptions and usage of AI chatbots, offering critical insights into the evolving landscape of higher education [1]. We have a university pedagogical point of view and are interested in understanding the students' reflections on the new challenges and opportunities in teaching and learning in higher education. This study broadens our understanding of how we can improve teaching and learning in higher education. The purpose of the study was to (I) Explore the extent of students' engagement with AI chatbots in higher education (II) Investigate students' use and perception of AI chatbots in higher education. The mixed method study involved an anonymous survey of 2822 HVL students, combining closed and open-ended responses. We analysed the material using frequency analysis and a descriptive content analysis. In this paper, we will give examples of how students use AI chatbots constructively in academic writing and as a “teaching assistant” providing explanations and feedback on course content. However, we will also shed light on the uncertainty they express when it comes to using AI tools in an ethical sound way. We will explore the implications of the study for both students and teachers. It highlights the necessity of enhancing educators and students' digital competencies related to implementing AI chatbots in teaching and learning. We invite the audience to engage in a critical discussion of key questions we as educators need to address, to be able to support students in using AI chatbots in teaching and learning practices in higher education.