REVIEW OF RELATED LITERATURE

Artificial Intelligence and Education: How AI can impact education

[GROUP MEMBERS]
Gudmalin, Marc Alkier
Lanting, Cleon Adriel M.
Magpantay, Clara Aimyel
Sanchez, Mikaela Lois Frances C.
Tolentino, Jarred Lance M.

GRADE 11 CASSIOPEIA - STEM

PERFORMANCE TASK IN STATISTICS AND PROBABILITY

Submitted to: Ms. Vhea Marie Z. Migo
 Artificial Intelligence in Higher Education: The State of the Field
Helen Crompton

STATEMENT OF THE PROBLEM

The purpose of this study is in response to the appeal from scholars to research to investigate the
benefits and challenges of AIEd within HE settings. As the academic knowledge of AIEd HE fnished with
studies examining up to 2020, this study provides the most up-to-date analysis examining research
through to the end of 2022.

HYPOTHESES
The research begins with the search for the research articles to be included in the study. Based on
the research question, the study parameters are defined including the search years, quality and types of
publications to be included. Next, databases and journals are selected. A Boolean search is created and used
for the search of those databases and journals. Once a set of publications are located from those searches,
they are then examined against an inclusion and exclusion criteria to determine which studies will be
included in the final study. The relevant data to match the research questions is then extracted from the
final set of studies and coded. This method section is organized to describe each of these methods with full
details to ensure transparency.

CONCLUSION
In response to the call by this study provides unique findings with an up-to-date examination of
the use of AIEd in HE from 2016 to 2022. Past systematic reviews examined the research up to 2020. The
findings of this study show that in 2021 and 2022, publications rose nearly two to three times the
number of previous years. With this rapid rise in the number of AIEd HE publications, new trends have
emerged. The findings show that of the 138 studies examined, research was conducted in six of the seven
continents of the world. In extant systematic reviews showed that the US led by a large margin in the
number of studies published. This trend has now shifted to China. Another's shift in AIEd HE is that while
extant studies lamented the lack of focus on professors of education leading these studies, this systematic
review found education to be the most common department affiliation with 28% and computer science
coming in second at 20%. Undergraduate students were the most studied students at 72%.
 The Effects of Over-Reliance on AI Dialogue Systems on Students
Cognitive Abilities: A Systematic Review
Chunpeng Zhai

STATEMENT OF THE PROBLEM

To address this research gap, we conducted a systematic literature review to investigate the
contributing factors and effects of over-reliance on AI dialogue systems in research and education. The
study specifically examines the contributing factors of over-reliance, such as AI hallucination, algorithmic
bias, plagiarism, privacy concerns, and transparency issues, and how over-reliance impacts cognitive
abilities, including decision-making, critical thinking, and analytical thinking.

HYPOTHESES
This study shows that cognitive abilities of critical thinking, decision-making, and analytical
thinking are important elements in research, particularly in. It involves constructing well-reasoned
arguments supported by evidence defines critical thinking abilities as a blend of cognitive abilities and
critical thinking dispositions, emphasizing skills such as truth-seeking, systematic evaluation, inference,
and self-regulation in problem-solving. Critical thinking dispositions refer to the attitudes and qualities
that facilitate engagement in critical thinking activities.

CONCLUSION
This systematic review has critically examined the implications of students' over-reliance on AI
dialogue systems, especially those embedded with generative models, within educational and research
contexts. The findings underscore the significant impact of such overdependence on essential cognitive
abilities, including decision-making, critical thinking, and analytical reasoning. Despite the undeniable
advantages of AI dialogue systems in streamlining research processes and enhancing academic efficiency,
our analysis reveals a concerning trend: the potential erosion of critical cognitive skills due to ethical
challenges such as misinformation, algorithmic biases, plagiarism, privacy breaches, and transparency
issues. The nuanced exploration of these factors indicates a pressing need to address the ethical
considerations surrounding using AI dialogue systems to prevent cognitive detriment among users.
 Embracing the future of Artificial Intelligence in the classroom: the relevance of AI
literacy, prompt engineering, and critical thinking in modern education
Yoshija Walter

STATEMENT OF THE PROBLEM

The institution’s primary response to the problem of AI generated content for academic papers was
the implementation of these “AI guidelines”. While the guidelines are a necessary step towards regulating
AI use, there are significant problems with the approach that has been used hitherto. One of the most
substantial issues is the fact that their effectiveness hinges on student compliance, which is not guaranteed.
Many students might not thoroughly read these documents, leading to a gap in understanding and
adherence. Since reading the documents is voluntary, it is possible that not all have read them before using
AI in their work. At the same time, there is also currently no vessel to check whether they in fact have read
them or not.

HYPOTHESES
By regularly engaging with AI topics, the academic community can stay informed and proficient in
managing AI tools and concepts. This should help to deeply ingrain the understanding of AI's technical,
practical, and social challenges. Workshops and initiatives should “hammer in” the issues surrounding the
complexities and implications of AI. Technological education should not be superficial but should delve
into real-world scenarios, discussing how theory and practice converge, and providing students as well as
educators with a robust understanding of AI's role in society and education.

CONCLUSION
The AI in the realm of education marks a transformative era that is redefining the teaching and
learning methodologies fundamentally. This paper has critically examined the expansive role of AI,
focusing particularly on the nuances of AI literacy, prompt engineering, and the development of critical
thinking skills within the educational setting. As we delve into this new paradigm, the journey, although
filled with unparalleled opportunities, is fraught with significant challenges that need astute attention
and strategic approaches. One of the most compelling prospects offered by AI in education is the
personalization of learning experiences. AI's capacity to tailor educational content to the unique learning
styles and needs of each student holds the potential for a more engaging and effective educational
journey.
 The Negative Impacts of AI Tools on Students in Academic
And Real-Life Performance
J. Yunus Basha

STATEMENT OF THE PROBLEM

This study examines the effects of Al systems on relationships between teachers and students and
identifies the difficulties in maintaining the potential advantages of these systems. This study used the
speed Dating method with storyboards to collect feedback from 12 students and 11 instructors about their
experience on AI systems used in online learning. The main aim of this study is to explore the influence of
AI on students and instructors and how they are perceiving the Al system during the interaction of online
learning by using innovative methods like Speed Dating with storyboards to gather insights.

HYPOTHESES
This study found that the impact of AI on both students and instructors is double-edged swords (has
both positive and negative effects) AI have the potential to enhance the personalized interactions, and it
assist to instructors save time to handle simple student queries, it also helps to solve the valuable tasks for
the instructors, Al analytics helps instructors to perceive the students' performance, progress, and
potential by analyzing their clickstream data, moreover it also helps to solve the valuable tasks for the
instructors, but at the same time it has a major concerns of social boundaries, privacy issues, biased data,
and compromising students to adopt independent learning, surveillance and responsibility issues.

CONCLUSION
This article explored how AI tools can affect both positive and negative on student's academic and
real-life performance, ultimately discussed on the negative impacts on students. Artificial Intelligence
tools has the potential benefit such as personalized learning experiences, improves teaching-learning
efficiency, and provides valuable resources, correspondingly it has potential negative consequences such
as overreliance, hindrance to critical thinking skills, problem solving skills, and creativity, biased
assumptions, privacy concerns, inequality and discrimination. Therefore, it's crucial to address these
negative pitfalls and educators, parents and policymakers to be aware about limitations of these tools
and establish a proper regulations and guidelines to strike a healthy balance of utilizing Al tools without
compromising the traditional method and ensure promoting a well-rounded development in both
academic and real-life performance. And by following the strategies which is discussed above we can
create a healthy balanced and impactful learning environment for our future generations.
 [RESEARCH NO. 5 TITLE]
[AUTHOR/S]

STATEMENT OF THE PROBLEM

HYPOTHESES

CONCLUSION
REFERENCES:
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