HARNESSING THE POWER OF AI: ADVANTAGES AND IMPLICATIONS OF INCORPORATING ARTIFICIAL INTELLIGENCE IN ENGINEERING EDUCATION FOR FUTURE SUCCESS AMONG UNIVERSITY STUDENTS OF HO CHI MINH CITY UNIVERSITY OF INDUSTRY AND TRADE(HUIT) (original) (raw)
Related papers
Navigating AI in Engineering Education
Journal of Humanities & Social Sciences, 2024
This study examines the impact of AI tools like ChatGPT on graduate engineering students, particularly international students, focusing on misuse for plagiarism and its effect on learning. Two Engineering Organizational Development (EOD) classes were analyzed: one with 60% international students (60IS) and another with 100% international students (100IS). In 100IS, around half of the students relied heavily on ChatGPT, showing little interest in traditional learning, while 60IS retained more conventional study patterns. The research also evaluated two Graduate Academic Research (GAR) courses before and after a redesign aimed at reducing plagiarism and improving learning outcomes. In redesigned GAR, students performed better on smaller, skills-based assignments incorporating ChatGPT. However, patterns of plagiarism in major assignments persisted across both GAR courses. The findings highlight the ongoing challenge of AI misuse in education despite course redesigns and suggest a need for continued efforts to integrate AI tools responsibly in academic settings.
International Journal of Engineering Technology Research & Management
IJETRM, 2024
This research delves into the transformative potential of integrating artificial intelligence (AI) into engineering education and its implications for future success among university students of Ho Chi Minh City University of Industry and Trade. With the rapid advancement of AI technology, its incorporation into engineering curricula has gained momentum, promising to revolutionize learning experiences and prepare students for the evolving demands of the future workforce. Through a comprehensive review of literature and empirical analysis, this study explores the advantages of AI integration in engineering education, including enhanced learning outcomes, innovation, and skill development. Furthermore, the research investigates the potential implications of AI adoption for students' future success, encompassing career readiness, adaptability, and competitiveness in the job market. The findings of this study offer insights and recommendations for educators, policymakers, and industry stakeholders to harness the power of AI in engineering education and equip students with the knowledge, skills, and competencies needed to thrive in a rapidly evolving technological landscape.
Knowledge on Artificial Intelligence and Related Fields Among Engineering Students
Artificial Intelligence and related fields (Machine Learning, Deep Learning, Natural Language Processing, Computer Vision, and Robotics) are continuously emerging out with new tremendous updates. In the context of these updates in the specific fields, we have limited resources (Public with Knowledge) to implement these modern technologies. Despite increase in computer-basedaccess and technology training, technology is not being used to support the kinds of instruction supportive. Engineering Students prefer to study a limited number of resources related to their contextual or subjective study and doesnot refer to reference material for in-depth study in a particular topic or field. This research uses data from 78 participants to come to a conclusion that students have lack or improper knowledge regarding these updates in technologies. The results show that only 6 (7.69 %) of the answered students (78) were up to the mark, which had gains of information based on current trends in these fields. The implication is deficiency of knowledge in students or resources for students.
2023
James Michael Walker (2018) found a positive, strong and significant association within self-discipline and the academic performance of engineering students. Since then and by extension, he has positively and strongly correlated STEM-ICT-Analytics Education, Self-discipline, Self-control and Relatively High Attention Span. As a result, he has concluded that the current ‘ Student’s Attention Deficit’ in the US and by extension in the whole west could explain the dramatic decline in the STEM-ICT-Analytics preferences, education and training on the one hand and the deficit of STEM-ICT-Analytics skills and competencies in the west compared to Asia on the second hand. Fortunately, the adoption of Student-centric Educational and Training Model and the AIEd applied to the Upstream Educational Model could help simultaneously address the Attention and STEM-ICT-Analytics Competencies Deficit. In fact, the existing Routinized Industrial Educational Model is not well equipped anymore to adequately and effectively teach STEM education. Accordingly, Kubsch et al. (2022) found that national educational standards stress the importance of science and mathematics learning for today’s students. Even more, across disciplines, students frequently struggle to meet learning goals about core concepts like energy. However, James Michael Walker (2018) found that Personalized Educational Model helps students become effective actors, owners and producers of their educational process. Doing so, it increases and improves their engagement and motivations and by extension their attention spans. Furthermore, even when Artificial intelligence (AI) is considered as an emerging technology, it has started to have an increasing use in STEM education research (Zhai et al., 2020b ; Ouyang et al., 2022 and Linn et al., 2023). Since then, AI can revolutionize the STEM learning. In fact, according to Frackiewicz, Marcin (2023), AI-powered tools and platforms are revolutionizing the way students learn and engage with STEM subjects. These tools can provide personalized learning experiences, adapt to individual learning styles, and offer real-time feedback, making the learning process more efficient and engaging. AI can help educators identify gaps in students’ understanding and tailor their teaching strategies accordingly, ensuring that no student is left behind. Furthermore, Distric Administration (DA) (2023) finds that the application of AI in STEM education has advantages to provide adaptive and personalized learning environments or resources, and aid instructors to understand students’ learning behavioral patterns, and automatically assess STEM learning performances. Moreover , Kubsch et al. (2022) found that digital learning environments enhanced with artificial intelligence hold the promise to address this issue by providing individualized instruction and support for students at scale. Fortunately, the application of AI to the STEM education not only can improve the student-age populations’ preference for the STEM education but also it can help fix the current shortage of STEM competencies and skills. In fact, Frackiewicz, Marcin (2023) finds that in addition to enhancing the learning experience, AI is also playing a crucial role in inspiring students to pursue STEM careers. AI-driven technologies, such as robotics, machine learning, and data analytics, are becoming increasingly popular in various industries, creating a growing demand for professionals with expertise in these areas. By exposing students to these cutting-edge technologies early on, educators can ignite their curiosity and passion for STEM subjects, encouraging them to explore careers in these fields. Furthermore, Bertolini et al. (2023) examined the application of Bayesian methodologies to identify factors that indicate student retention and attrition in an undergraduate STEM course. Moreover, by taking the idea of using data produced by students as they learn one step further, Kubsch et al. (2022) describe a framework that uses evidence-centered design to guide the development of learning environments providing meaningful learning activities to promote student learning. In addition, Krajcik et al. (2023) finds that machine learning and AI have the potential to assess complex constructs, identify factors that indicate student performance and retention, and enhance formative assessment. Since then, Krajcik et al. (2023) finds AI techniques can improve STEM Education. Fortunately, this new approach can boost innovation and economic growth on the one hand and help build an inclusive society on the second hand. In fact, according to Frackiewicz, Marcin (2023), the integration of AI into STEM education can help address the existing gender and diversity gaps in these fields. By providing equal access to AI-powered learning tools and resources, educators can ensure that all students, regardless of their gender or background, have the opportunity to excel in STEM subjects. This, in turn, can help create a more diverse and inclusive workforce in the AI and STEM industries, fostering innovation and driving economic growth. Key Words : Artificial intelligence (AI) ; AI-powered Tools and Platforms ; STEM Education ; Personalized Learning Experiences ; Students’ Learning Behavioral Patterns ; Preference for the STEM education ; Shortage of STEM Competencies and Skills ; Innovation ; Economic Growth ; Inclusive Society.
The Impact Of Artificial Intelligence on Students: Shaping Education of The Future
IJIEMR, 2023
Here it describes the current state of the art in artificial intelligence (AI) and its potential impact for learning, teaching, and education in students. It provides conceptual foundations for well-informed policy-oriented work, research, and forwardlooking activities that address the opportunities and challenges created by recent developments in AI. The report is aimed for policy developers, but it also makes contributions that are of interest for AI technology developers and researchers studying the impact of AI on economy, society, and the future of education and learning. The education system and structure should be challenging, competitive, and meet international benchmarks. Artificial intelligence can turn knowledge into a comprehensive system that uses augmented reality tools and simulation. One of the benefits of using artificial intelligence is the automation of administrative work. Teachers can focus on greater engagement with students while paperwork processes are automated. From school admissions to the grading of exams, technology is a great help here by saving time and energy. Another benefit of automation is the greater accessibility of quality education regarding needs in different regions. New formats include online lectures and video conferences. Artificial intelligence can also help students identify and streamline their career choices. Artificial intelligence has become an integral part of the education industry. The use of AI is not limited to personalized learning and student engagement, but it is also used to identify potential problems and enhance the security of schools.
Zenodo (CERN European Organization for Nuclear Research), 2023
This paper examines the implications of VET and for VET of digital and sustainable socioeconomic development. It examines the dual challenge of AI as a tool for teaching and training in VET but also as a subject for learning in VET. It quotes UNESCO (2022) in saying AI has the potential to accelerate the process of achieving the global education goals through reducing barriers to accessing learning, automating management processes, and optimising methods to improve learning outcomes. It. Looks at current advances in AI including their potential impact on work organisation, work tasks and business processes and the potential and challenge for education and the research and social challenges this poses for research in Vocational education and Training. The research suggests everyone needs to be able to recognize AI and its influence on people and systems, and be proactive as a user and citizen. VET students should have the opportunity to use AI and big data to solve problems, for instance maintaining systems in the mechatronic occupations. Thirdly, VET dual students (higher level apprentices) should become skilled in computer science for developing AI systems. The paper goes on to examine the new skills and competencies needed by VET teachers and trainers and professional development requirements. It concludes with the aims of the Erasmus Plus AI Pioneers project to develop a community of practice around AI in VET.
The Future of Jobs amidst the Rise of Artificial Intelligence: How ready are Asian Undergraduates?
2020
Artificial Intelligence (AI) could have far reaching impact on economies and societies across the globe. The current avalanche of technological changes across the workplace demonstrated by AI has rekindled widespread fear of job losses and increase in inequality. This study sets out to analyze the perceptions of Asian undergraduates towards the increasing development of AI technologies in the workplace and assess how confident and adaptable they are in relation to challenges of AI as a viable future job competitor in the labour market. A survey instrument was administered randomly to 84 respondents from Yogyakarta State University and descriptive statistics was used in analyzing the data. The findings from the study revealed that more than 70 percent of respondents possess satisfactory levels of self-confidence and adaptability skills to take on the disruptive forces of AI technologies in the future but exhibits mixed feeling as regard to their perception of AI technologies in the w...
Transforming Higher Education Teaching Practice: Selected papers of the 1rst International Conference of the Network of Teaching and Learning Centers in Greece, Vol. 2, 2024
Recent research indicates that Artificial Intelligence (AI) is poised to revolutionize various facets of human existence, including education. This paper argues that for higher education institutions to successfully integrate and harness the full potential of AI, it is imperative to ensure that students, educators, and other stakeholders possess a solid understanding of AI concepts and applications. AI literacy serves as a fundamental prerequisite for the seamless incorporation of AI across all educational activities and methodologies. This paper addresses the following key policy questions: (a) How can AI be effectively utilized to enhance higher education? (b) What strategies can be employed to maximize the beneficial impact of AI in higher education? (c) How can ethical, inclusive, and equitable practices be promoted in the use of AI within higher education? (d) How can educational institutions prepare individuals with AI literacy skills to navigate and engage with AI technologies in their personal and professional lives? The paper also emphasizes the pivotal role of teaching and learning centers in promoting AI literacy among educators and students. It explores various approaches, such as workshops, training sessions, curriculum development, and resource dissemination, that these centers can employ to enhance AI literacy. Additionally, the paper discusses the importance of fostering ethical awareness and critical thinking skills to ensure responsible AI use in education.
Understanding the impact of artificial intelligence on skills development
Understanding the Impact of Artificial Intelligence on Skills Development, 2021
The age of artificial intelligence is young in years but advanced in impact. Intermediate skill jobs as we know them are fast disappearing as their tasks are systematically automated, and individuals are increasingly likely to encounter AI technology in their everyday lives. In fact, fifty percent of organisations worldwide report using some form of AI in their operations. It is clear that AI has broad implications for the whole of humanity, and therefore on the education and training institutions that equip lifelong learners with the skills to navigate both work and society. A wide range of institutions and other stakeholders have risen to the challenge through research and innovative programmes, paving the way for a better understanding of AI’s potential – and its pitfalls. This report synthesizes research on current trends, programmes, policies and uses of AI related to technical and vocational education across six continents, covering developing and developed contexts, as a resource for stakeholders invested in the future of intermediate-level workers and TVET. Lecturers, students, administrators, policy-makers, programme implementers and lifelong learners are invited to examine current practices, opportunities and challenges raised by AI, and recommendations to build a future-ready education and training system.
ARTIFICIAL INTELLIGENCE: A LOOK BACK TO THE FUTURE IN UNIVERSITY EDUCATION
2024
The year 2023 marked a significant advancement in artificial intelligence, but the education community was not necessarily prepared for the introduction and use of new software such as ChatGPT, Adobe Generative Fill, Stable Diffusion, and others. AI could be asked to write essays, plan project work, or simply keep students' company through long hours of solitary study. The question remains, is AI the enemy educators should resist, a colleague that should be encouraged to facilitate student learning, or where is the space to be occupied somewhere between the two extremes? In this context, the research seeks to go beyond knowing whether and how students are using AI, to begin to understand why they use it as they have done throughout 2023. A semistructured survey was carried out with the public including students and teachers from different faculties and disciplines from all around Ecuador, who had found AI coming into their professional. The insights from the survey will be compared between each other and with published material with bottom-up experiences that were felt at a student level. The impact will be that we will be able to assess where, how, and why we will operate over the coming years.