Date of Award
Spring 5-3-2025
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Curriculum & Instruction
First Advisor
Cherie Gaines
Second Advisor
Keith Carpenter
Third Advisor
Kristy Hutson
Abstract
Artificial intelligence was an emergent and powerful new force in education. The public release of ChatGPT 3.0 in 2022 transformed learning for many students. This phenomenological qualitative study sought to record and analyze student’s perspectives on the influence of artificial intelligence on their learning routines. This study collected data through surveys and interviews with undergraduate students, analyzing patterns of artificial intelligence usage, perceived benefits, and challenges. The findings revealed that most students used artificial intelligence as a primary learning tool and that those students viewed artificial intelligence as beneficial for personalized learning and skill development. However, concerns about over-reliance on artificial intelligence and ethical challenges, such as academic dishonesty, were noted. A subset of participants reported limited artificial intelligence use due to unfamiliarity or access issues. The results of this study highlighted the need for artificial intelligence literacy programs and ethical guidance in educational institutions to ensure equitable and effective integration of artificial intelligence into student learning. These findings provided a foundation for shaping policies and practices that leverage artificial intelligence to enhance student learning and face its challenges.
Keywords
Education, Curriculum, Instruction, AI, AI Literacy, Perspectives, Students, Qualitative, Phenomenological, Artificial Intelligence
Recommended Citation
Salyer, Chad, "Artificial Intelligence Through Young Eyes: A Study of Students’ Perspectives and Experiences With Artificial Intelligence in Education" (2025). Ed.D. Dissertations. 74.
https://digitalcommons.lmunet.edu/edddissertations/74
Included in
Artificial Intelligence and Robotics Commons, Curriculum and Instruction Commons, Educational Technology Commons