Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation

Mark Treve

doi:doi:10.11648/j.ijvetr.20241002.14

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Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation

Mark Treve^*

Published in International Journal of Vocational Education and Training Research (Volume 10, Issue 2)

Received: 22 December 2024 Accepted: 22 December 2024 Published: 23 December 2024

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Abstract

This study explores the implementation of artificial intelligence (AI) in an educational context and its impact on data-driven decision-making related to student engagement, academic success, and creativity. Contextually, considering the necessity of utilization AI tools in education as a predominant factor in educational practice, this research provides full-fledged knowledge and approach on the overall implementation and significance of AI tools using hypothetical situation evidence (background materials), which are required to understand their prominence. We use a mixed-methods approach, combining quantitative analysis of institutional records and surveys capturing student engagement, academic performance and innovative thinking pre-post AI implementation with qualitative case studies which provide detailed insights into how AI tools can be implemented effectively in educational settings. This study is based on secondary data source, major publications available in the Scopus database related to AI in education. Search terms for data search were "Artificial Intelligence in Education," "AI-driven tools," "Impact of AI on classroom dynamics", "Personalized learning", "Educational technology, AI, and creativity in education", Critical thinking in the classroom, Adaptive learning systems), intelligent tutoring systems)." Student engagement. The results demonstrate significant gains in multiple metrics, with engagement scores increasing by 20–23%, GPA from 9% to 14%, and innovative thinking skills levels swelling from 44% to 57%. About 65%-75% of teacher surveys indicated a positive impact of AI on teaching and learning. The study also notes constraints including confounding whereby the inability to control for factors that may affect odds of innovative thinking and conceptualization in measuring innovative thinking. This is role, it should also advocate for longitudinal inquiries, establish standardized ways of assessing, and be analytical about the ethical implications raised by AI in education. Overall, this study underscores that AI has considerable potential to improve educational achievement and the necessity of systematic research in order to actualize its benefits. This study reinforces the possibility of AI making a big difference in improving educational results. As such, it illuminates the importance of systematic investigations into AI´s function in education to obtain full knowledge on how best to take advantage.

Published in	International Journal of Vocational Education and Training Research (Volume 10, Issue 2)
DOI	10.11648/j.ijvetr.20241002.14
Page(s)	61-69
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Artificial Intelligence, Education, Student Engagement, Learning Outcomes, Innovation

References

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[2]	Adams, J., & Zhang, L. (2024). Institutional support for AI implementation in education. Journal of Educational Administration, 58(2), 123-135.
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[7]	Garcia, E., & Lee, F. (2020). Effects of AI on creativity and critical thinking in the classroom. International Journal of Educational Innovation, 12(3), 75-90.
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[15]	Mulet-Forteza, C., & Meneses-Vivancos, N. (2023). Impact of AI on student engagement in higher education. Journal of Learning Analytics, 8(3), 112-128.
[16]	Robinson, L. (2023). Fostering engagement and individualized learning with AI. Journal of Learning Technologies, 30(1), 50-67.
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APA Style

Treve, M. (2024). Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation. International Journal of Vocational Education and Training Research, 10(2), 61-69. https://doi.org/10.11648/j.ijvetr.20241002.14

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ACS Style

Treve, M. Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation. Int. J. Vocat. Educ. Train. Res. 2024, 10(2), 61-69. doi: 10.11648/j.ijvetr.20241002.14

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AMA Style

Treve M. Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation. Int J Vocat Educ Train Res. 2024;10(2):61-69. doi: 10.11648/j.ijvetr.20241002.14

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@article{10.11648/j.ijvetr.20241002.14,
  author = {Mark Treve},
  title = {Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation
},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {10},
  number = {2},
  pages = {61-69},
  doi = {10.11648/j.ijvetr.20241002.14},
  url = {https://doi.org/10.11648/j.ijvetr.20241002.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20241002.14},
  abstract = {This study explores the implementation of artificial intelligence (AI) in an educational context and its impact on data-driven decision-making related to student engagement, academic success, and creativity. Contextually, considering the necessity of utilization AI tools in education as a predominant factor in educational practice, this research provides full-fledged knowledge and approach on the overall implementation and significance of AI tools using hypothetical situation evidence (background materials), which are required to understand their prominence. We use a mixed-methods approach, combining quantitative analysis of institutional records and surveys capturing student engagement, academic performance and innovative thinking pre-post AI implementation with qualitative case studies which provide detailed insights into how AI tools can be implemented effectively in educational settings. This study is based on secondary data source, major publications available in the Scopus database related to AI in education. Search terms for data search were "Artificial Intelligence in Education," "AI-driven tools," "Impact of AI on classroom dynamics", "Personalized learning", "Educational technology, AI, and creativity in education", Critical thinking in the classroom, Adaptive learning systems), intelligent tutoring systems)." Student engagement. The results demonstrate significant gains in multiple metrics, with engagement scores increasing by 20–23%, GPA from 9% to 14%, and innovative thinking skills levels swelling from 44% to 57%. About 65%-75% of teacher surveys indicated a positive impact of AI on teaching and learning. The study also notes constraints including confounding whereby the inability to control for factors that may affect odds of innovative thinking and conceptualization in measuring innovative thinking. This is role, it should also advocate for longitudinal inquiries, establish standardized ways of assessing, and be analytical about the ethical implications raised by AI in education. Overall, this study underscores that AI has considerable potential to improve educational achievement and the necessity of systematic research in order to actualize its benefits. This study reinforces the possibility of AI making a big difference in improving educational results. As such, it illuminates the importance of systematic investigations into AI´s function in education to obtain full knowledge on how best to take advantage.
},
 year = {2024}
}

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TY  - JOUR
T1  - Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation

AU  - Mark Treve
Y1  - 2024/12/23
PY  - 2024
N1  - https://doi.org/10.11648/j.ijvetr.20241002.14
DO  - 10.11648/j.ijvetr.20241002.14
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 61
EP  - 69
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20241002.14
AB  - This study explores the implementation of artificial intelligence (AI) in an educational context and its impact on data-driven decision-making related to student engagement, academic success, and creativity. Contextually, considering the necessity of utilization AI tools in education as a predominant factor in educational practice, this research provides full-fledged knowledge and approach on the overall implementation and significance of AI tools using hypothetical situation evidence (background materials), which are required to understand their prominence. We use a mixed-methods approach, combining quantitative analysis of institutional records and surveys capturing student engagement, academic performance and innovative thinking pre-post AI implementation with qualitative case studies which provide detailed insights into how AI tools can be implemented effectively in educational settings. This study is based on secondary data source, major publications available in the Scopus database related to AI in education. Search terms for data search were "Artificial Intelligence in Education," "AI-driven tools," "Impact of AI on classroom dynamics", "Personalized learning", "Educational technology, AI, and creativity in education", Critical thinking in the classroom, Adaptive learning systems), intelligent tutoring systems)." Student engagement. The results demonstrate significant gains in multiple metrics, with engagement scores increasing by 20–23%, GPA from 9% to 14%, and innovative thinking skills levels swelling from 44% to 57%. About 65%-75% of teacher surveys indicated a positive impact of AI on teaching and learning. The study also notes constraints including confounding whereby the inability to control for factors that may affect odds of innovative thinking and conceptualization in measuring innovative thinking. This is role, it should also advocate for longitudinal inquiries, establish standardized ways of assessing, and be analytical about the ethical implications raised by AI in education. Overall, this study underscores that AI has considerable potential to improve educational achievement and the necessity of systematic research in order to actualize its benefits. This study reinforces the possibility of AI making a big difference in improving educational results. As such, it illuminates the importance of systematic investigations into AI´s function in education to obtain full knowledge on how best to take advantage.

VL  - 10
IS  - 2
ER  -

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Author Information

Mark Treve

School of Languages and General Education, Walailak University, Tha Sala, Thailand

Contact Email

http://orcid.org/0000-0003-0150-7682

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APA Style

Treve, M. (2024). Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation. International Journal of Vocational Education and Training Research, 10(2), 61-69. https://doi.org/10.11648/j.ijvetr.20241002.14

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ACS Style

Treve, M. Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation. Int. J. Vocat. Educ. Train. Res. 2024, 10(2), 61-69. doi: 10.11648/j.ijvetr.20241002.14

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AMA Style

Treve M. Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation. Int J Vocat Educ Train Res. 2024;10(2):61-69. doi: 10.11648/j.ijvetr.20241002.14

Copy | Download

@article{10.11648/j.ijvetr.20241002.14,
  author = {Mark Treve},
  title = {Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation
},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {10},
  number = {2},
  pages = {61-69},
  doi = {10.11648/j.ijvetr.20241002.14},
  url = {https://doi.org/10.11648/j.ijvetr.20241002.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20241002.14},
  abstract = {This study explores the implementation of artificial intelligence (AI) in an educational context and its impact on data-driven decision-making related to student engagement, academic success, and creativity. Contextually, considering the necessity of utilization AI tools in education as a predominant factor in educational practice, this research provides full-fledged knowledge and approach on the overall implementation and significance of AI tools using hypothetical situation evidence (background materials), which are required to understand their prominence. We use a mixed-methods approach, combining quantitative analysis of institutional records and surveys capturing student engagement, academic performance and innovative thinking pre-post AI implementation with qualitative case studies which provide detailed insights into how AI tools can be implemented effectively in educational settings. This study is based on secondary data source, major publications available in the Scopus database related to AI in education. Search terms for data search were "Artificial Intelligence in Education," "AI-driven tools," "Impact of AI on classroom dynamics", "Personalized learning", "Educational technology, AI, and creativity in education", Critical thinking in the classroom, Adaptive learning systems), intelligent tutoring systems)." Student engagement. The results demonstrate significant gains in multiple metrics, with engagement scores increasing by 20–23%, GPA from 9% to 14%, and innovative thinking skills levels swelling from 44% to 57%. About 65%-75% of teacher surveys indicated a positive impact of AI on teaching and learning. The study also notes constraints including confounding whereby the inability to control for factors that may affect odds of innovative thinking and conceptualization in measuring innovative thinking. This is role, it should also advocate for longitudinal inquiries, establish standardized ways of assessing, and be analytical about the ethical implications raised by AI in education. Overall, this study underscores that AI has considerable potential to improve educational achievement and the necessity of systematic research in order to actualize its benefits. This study reinforces the possibility of AI making a big difference in improving educational results. As such, it illuminates the importance of systematic investigations into AI´s function in education to obtain full knowledge on how best to take advantage.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Integrating Artificial Intelligence in Education: Impacts on Student Learning and Innovation

AU  - Mark Treve
Y1  - 2024/12/23
PY  - 2024
N1  - https://doi.org/10.11648/j.ijvetr.20241002.14
DO  - 10.11648/j.ijvetr.20241002.14
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 61
EP  - 69
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20241002.14
AB  - This study explores the implementation of artificial intelligence (AI) in an educational context and its impact on data-driven decision-making related to student engagement, academic success, and creativity. Contextually, considering the necessity of utilization AI tools in education as a predominant factor in educational practice, this research provides full-fledged knowledge and approach on the overall implementation and significance of AI tools using hypothetical situation evidence (background materials), which are required to understand their prominence. We use a mixed-methods approach, combining quantitative analysis of institutional records and surveys capturing student engagement, academic performance and innovative thinking pre-post AI implementation with qualitative case studies which provide detailed insights into how AI tools can be implemented effectively in educational settings. This study is based on secondary data source, major publications available in the Scopus database related to AI in education. Search terms for data search were "Artificial Intelligence in Education," "AI-driven tools," "Impact of AI on classroom dynamics", "Personalized learning", "Educational technology, AI, and creativity in education", Critical thinking in the classroom, Adaptive learning systems), intelligent tutoring systems)." Student engagement. The results demonstrate significant gains in multiple metrics, with engagement scores increasing by 20–23%, GPA from 9% to 14%, and innovative thinking skills levels swelling from 44% to 57%. About 65%-75% of teacher surveys indicated a positive impact of AI on teaching and learning. The study also notes constraints including confounding whereby the inability to control for factors that may affect odds of innovative thinking and conceptualization in measuring innovative thinking. This is role, it should also advocate for longitudinal inquiries, establish standardized ways of assessing, and be analytical about the ethical implications raised by AI in education. Overall, this study underscores that AI has considerable potential to improve educational achievement and the necessity of systematic research in order to actualize its benefits. This study reinforces the possibility of AI making a big difference in improving educational results. As such, it illuminates the importance of systematic investigations into AI´s function in education to obtain full knowledge on how best to take advantage.

VL  - 10
IS  - 2
ER  -

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