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Artificial Intelligence: A help or threat to contemporary education. Should students be forced to think and do their tasks independently?

Artificial Intelligence: A help or threat to contemporary education. Should students be forced to... Technological progress has a significant impact on higher education and increases the popularity of artificial intelligence technologies in universities of different countries. This research was based at Tianshui Normal University in China. The authors examined the impact of an interactive learning environment based on artificial intelligence in the context of the preservation of important cognitive functions such as IQ as well as long-term and short-term memory. This research enrolled 539 s-year students. The experimental group (N = 322) consisted of students of the Faculty of Music, who have been studying music for more than one year using artificial intelligence technologies such as mobile applications, video games, music simulators, etc. The control group (N = 217) consisted of students of the Faculty of Arts, who never used the potential of the interactive educational environment during their studies. Wechsler Adult Intelligence Scale (WAIS-IV) was chosen as the main method. The test results showed that students in the control and experimental groups averaged the same normal intelligence (97.61). At the same time, there was no significant intergroup difference on all four scales: verbal comprehension, perceptual thinking, working memory, and information processing speed (P ≥ 0.05). It has been found that students in both groups equally rarely reported problems in terms of long-term or short-term memory (P ≥ 0.05). The findings can be used to intensify the scientific discussion about the threats and developmental potential of artificial intelligence in higher education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Information Technologies Springer Journals

Artificial Intelligence: A help or threat to contemporary education. Should students be forced to think and do their tasks independently?

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References (27)

Publisher
Springer Journals
Copyright
Copyright © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
ISSN
1360-2357
eISSN
1573-7608
DOI
10.1007/s10639-023-11947-7
Publisher site
See Article on Publisher Site

Abstract

Technological progress has a significant impact on higher education and increases the popularity of artificial intelligence technologies in universities of different countries. This research was based at Tianshui Normal University in China. The authors examined the impact of an interactive learning environment based on artificial intelligence in the context of the preservation of important cognitive functions such as IQ as well as long-term and short-term memory. This research enrolled 539 s-year students. The experimental group (N = 322) consisted of students of the Faculty of Music, who have been studying music for more than one year using artificial intelligence technologies such as mobile applications, video games, music simulators, etc. The control group (N = 217) consisted of students of the Faculty of Arts, who never used the potential of the interactive educational environment during their studies. Wechsler Adult Intelligence Scale (WAIS-IV) was chosen as the main method. The test results showed that students in the control and experimental groups averaged the same normal intelligence (97.61). At the same time, there was no significant intergroup difference on all four scales: verbal comprehension, perceptual thinking, working memory, and information processing speed (P ≥ 0.05). It has been found that students in both groups equally rarely reported problems in terms of long-term or short-term memory (P ≥ 0.05). The findings can be used to intensify the scientific discussion about the threats and developmental potential of artificial intelligence in higher education.

Journal

Education and Information Technologies – Springer Journals

Published: Feb 1, 2024

Keywords: Artificial intelligence; Cognitive functions; Interactive educational environment; IQ; Long-term memory

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