THE IMPACT OF ARTIFICIAL INTELLIGENCE TOOLS ON TEACHING AND LEARNING: A CASE STUDY OF A POSTGRADUATE PROGRAMME

Abstract

In the new normal, Artificial Intelligence (AI) has proven to be a tool with immense potential to transform the teaching and learning process. As a result, teachers and students use AI in the teaching and learning process in higher education institutes in Sri Lanka, too. The study aims to explore the impact of using Artificial Intelligence for teaching and learning in higher education. The specific objectives of the study were to identify the AI tools used for teaching and learning in the university, examine how AI tools are applied in the classroom, explore the students’ and lecturers’ views of using AI tools for teaching and learning, and suggest implications for policy and practice in the university. A case study approach was adopted, focusing on postgraduate students who study Information Technology at a state university. A sample of 100 students who follow this programme and 10 lecturers was selected using the purposive sampling method. Data were gathered through questionnaires, document analysis of 20 assignments, and semi-structured interviews with 20 students and 10 lecturers. Moreover, quantitative data were analyzed using descriptive methods, while qualitative data were analyzed using thematic analysis. The findings revealed that postgraduate students frequently used AI-assisted tools, primarily ChatGPT, as well as others such as Microsoft Copilot, Perplexity AI, Xmind AI, Canva, Grammarly, and QuillBot. These tools were employed in the preparation of various class activities, including written assignments, coding tasks, mind maps, PowerPoint presentations, and videos. When analyzing qualitative data, 6 themes emerged, such as efficiency in language fluency, efficiency in obtaining information and content development, redefinition of academic work and saving time, impact on academic integrity, poor acquisition of learning outcomes and skills, ethical and regulatory challenges. Therefore, while AI tools can significantly enhance teaching and learning efficiency, their improper use may hinder students' intellectual development. As a result, when designing classroom activities and assessments, lecturers should focus on evaluating higher-order thinking skills. It is recommended that the university make both students and lecturers aware of the proper use of AI-assisted tools in teaching and implement clear policies to regulate the use of AI-assisted tools in learning.