Impact of Artificial Intelligence based Learning Process on Students' Tendency to Involve in Independent Research at the Higher Secondary School

Abstract

The integration of artificial intelligence (AI) has become increasingly essential in implementing innovative instructional approaches at Higher Secondary School (HSS). The demand for advanced education that integrates intelligent technologies to improve the overall educational experience is growing. Individuals that actively study artificial intelligence are more equipped to face future difficulties related to technology, society, and the environment. The Knowledge and Attitudes Survey (KAS) lacks empirical evidence regarding the motivation levels of students in their involvement with the field of AI. The main purpose of this study was to examine how students' self-confidence, peer opinions, and personal beliefs affect their willingness to participate in AI education. A comprehensive longitudinal survey covered a total of 707 students who entered in higher secondary school. The survey examined the subjective norms, intentions, and knowledge of the participants, as well as their acquaintance with AI, their attitude towards acquiring knowledge of AI, their inclination towards AI-based learning, and their self-assurance in studying AI. The participants displayed a primarily optimistic perspective on AI education, with 78.1% expressing positivity. Moreover, an overwhelming majority of 73.1 percent of participants exhibited assurance in their capacity to gain knowledge in the realm of artificial intelligence. The data indicate that a substantial majority of respondents, precisely 82%, recognized the influence of different elements, such as peer pressure, instructors, and families, on their choice to participate in AI courses. The results indicate that students' perception of social norms significantly impacts their motivation to study artificial intelligence. Students must demonstrate a heightened openness to AI learning, especially if they perceive support and approval from their teachers and peers. The desire of pupils to participate in AI learning was discovered to be impacted by their viewpoint, self-assurance, and perceived proficiency in the subject matter. Various tactics can be employed to boost students' motivation to engage in the study of AI at a HSS, as indicated by the research results. These tactics encompass the dissemination of knowledge regarding the importance of AI education, fostering favorable views towards the subject, and nurturing students' self-perception of their abilities and control. This study offers significant insights for government authorities, educators, and other stakeholders in KAS and similar educational settings.