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

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