Exploring the impact of artificial intelligence application in personalized learning environments: thematic analysis of undergraduates’ perceptions in China

Abstract

The burgeoning integration of Artificial Intelligence (AI) technology within educational settings, particularly in personalized learning environments, has garnered significant interest. This paper delves into the perceptions and experiences of undergraduate students in Chinese universities concerning AI’s application in personalized learning. The study surveyed 48 undergraduates from a comprehensive Chinese university who had utilized generative AI, gathering their insights through semi-structured interviews. Thematic analysis was employed to organize and interpret the data. The findings underscore the positive impact of generative AI on students’ motivation and cognitive skills, alongside concerns regarding potential over-reliance leading to a decline in independent thinking. Student apprehensions include AI accuracy, data privacy, and algorithmic biases. The study advocates for a student-centric approach in AI research, stressing interdisciplinary collaboration to foster AI’s educational application. Additionally, it emphasizes the necessity of teacher training in AI integration to ensure effective pedagogical implementation. Ethical considerations and privacy safeguards in AI utilization are highlighted, signaling crucial areas for further inquiry and practical guidance.

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