Impact of AI on Youth Learning: An In-Depth Analysis
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1.0 Introduction: The Rise of Technology in Education and the Impact of AI
The rise of technology is on the brink as organisations are able to perform adequately regarding their productivity. The education sectorhas also seen a rise in innovative technology due to which there have been many changes within it. Artificial intelligence is considered to be one of the technologies that is present within the market that has gained a lot of interest within businesses as it can be used in various areas. This technology has also been implemented into the education sector and seems to have different impacts of it accordingly.
1.1 Background
Artificial intelligence has been within the market since 1956 but its true potential has still not been discovered as there are new ways that such a technology can be used. The use of AI has been mostly done within the information and technology sector as it was first introduced into computers. Later the use of such a technology has become so vast that there have been different uses have started to be seen (Puaschunder, 2019). However, the impact it has is different as it usage within some businesses might be to increase the productivity that helps employees to perform better tasks or can provide better customer experience.
The use of AI within the education has been in order to increase the interactive learning environments and also provide various tutoring systems. However, the impact that this has on the youth is still in the fog as the improvement made within the technology leaves a different impact each time (Roll & Wylie, 2016). The perception of the youth is important to be understood as if AI is not having a positive impact on the learning aspect, then there would not be too much of understanding that could be achieved.
1.2 Rational
The reason for conducting such a research is to shed more light on the factor of seeing how AI impacts learning of the youth. The use of AI can be done in any aspect and in order to understand how they effect the youth will help to understand whether it has been successful or not. Providing proper and adequate learning is a core part of the education sector and the use of technology such as AI can increase or decrease this hence the impact upon the youth is being studied.
1.3 Aim: To analyse the impact that artificial intelligence has upon the learning of Youth
1.4 Objectives
To evaluate the benefits of using AI in learning
To analyse how much education has changed due to AI
To comprehend how youth are reacting to the use of AI
1.5 Research questions
How has AI changed the perception of providing learning?
Has the youth been affected by the use of AI in education?
What does AI have in store for future learning?
2.0 Literature Review
2.1 Use of AI in education
According to Woolf, (2015) AI has provided a lot to education as it has made sure that there is a personalised aspect that is enabled with it. The use of AI within learning enables that within the information’s systems, the concept of AI enables those new skills that are emerging within the market are analysed so that they can be included within the learning. This shows that there will be personalised learning present form which a higher amount of information can be shared. The author has also mentioned that intelligent teachers are also a key concept of AI learning through which they can provide a immerse amount of knowledge to them.
Luckin, (2019) that AI has bought in the aspect of being able to make decisions for itself. This can be considered as a huge advantage because AI would not be only helping to increase the children’s learning but will also help the decision-making process for teachers. If this is done then through AI teachers can understand what are the new skills that are wanted currently within the market hence keeping the skills up for the employees.
2.2 AI impact on teaching
According to Tuomi, (2018) the impact AI has on learning is that it helps to consider on how much of foresight can be done. This means that there would be more focus on the factor on what are the skills that are going to be present in the future which can be taken into account for passing down of knowledge. AI not only helps to measure the current state of the teaching being done but also provides a clear outline of what are the gaps in knowledge present and how they can be fulfilled. There is also the aspect of learning analytics that is present. Many online teachers cannot measure the knowledge which is being given but in the case of AI this becomes different as real-life situations and skills would be tested rather than old ones.
2.3 Benefits of AI in Teaching
According to Popenici& Kerr, (2017) the benefits that are being achieved in the education sector are mostly by adolescents as in comparison to young adults. This is a necessary factor to be noted as the skills are mostly being added to the adolescents when they are young because adaptation of skills can be done here successfully. However, there is the point that the youth are trying to take advantage of AI as it is helping them to explore new areas where they can easily develop new skills. This is utmost important as in the ever-growing business market, having new set of skills has become very important.
According to Lancrin-Vincent, S. (2019) the rise of coronavirus has affected the way teaching is done. This is because the closure of schools has slowed down the studying done by the students. This has presented online classes where the aspect of AI plays a huge role. AI has shown that the data from the internet can be used from which various sources area analysed and their data is provided to them. The youth would require new skills in order to make sure that when school reopen, proper knowledge is taken along and not just blank faces. It seems that there is not too much of information that is present about the impact of AI on learning of the youth hence the research will provide answers to such a topic taken.
3.0 Methodology
3.1 Method
Qualitative method is going to be used within the research report. This type of method is being used because it would require that there is non-numerical data collected hence being able to provide a more in-depth review of how to get the work done. There is also the factor that there will be a higher amount of flexibility that can be enjoyed by using this method. Since the youth are a huge number, by this method the diverse workplace can be targeted accordingly (Bilgin, 2017). This approach mostly involves that primary data will be taken in which various forms such as interviews or even focus groups are conducted. Through this there can be one on one sessions attained.
3.2 Data Collection
The use of a semi-structure interview is going to take place. This will be noted as primary data collection because interview will provide raw data which would have to be analysed accordingly. By using such data, there will be new insights attained as the youth have become involved in technology than before hence providing a different set of data.
Use of inductive coding will be done through which there will be clear themes developed so that the findings can be properly analysed. There will be 2 individuals that will be analysed and both from different ages in order to understand how AI has impacted them. It will help to provide a different viewpoint from both of them (Linneberg&Korsgaard, 2019).
3.3 Ethics
The people that have been taken for this study would not have their names shown in public but instead would be denoted as individual A or individual B. This is being done so that the privacy of the individuals is maintained. Such is necessary to be done as it shows that the research can been done while taking into account the feeling of the people that are being interviewed.
4.0 Timeline
Activity
Start Date
End Date
Time Taken
Development of topic
1 May 2021
9 May 2021
9 days
Creation of proposal
10 May 2021
23 May 2021
14 days
Starting of research
24 May 2021
31 May 2021
8 days
Literature Review
1 June 2021
6 June 2021
6 days
Interviews Conducted
7 June 2021
12 June 2021
7 days
Coding done (Analysis)
14 June 2021
23 June 2021
11days
Findings created
24 June 2021
30 June 2021
6 days
Closure of research
1 July 2021
4 July 2021
4 days
5.0 Conclusion
This research will help to highlight the various impacts that are being faced by youth because of the use of AI in learning. The research is necessary to be carried out as it will help to analyse how AI has come far in the education sector and what its impact has been. Through the proposed qualitative method, efficient amount of data can be collected and analysed so that the objectives and research questions that have been set out can be achieved.
6.0 References
Bilgin, Y. (2017). Qualitative method versus quantitative method in marketing research: An application example at Oba restaurant. Qualitative versus quantitative research, 1-28.
Furey, H., & Martin, F. (2019). AI education matters: A modular approach to AI ethics education. AI Matters, 4(4), 13-15.
Lancrin-Vincent, S. (2019). Coronavirus and the future of learning: What AI could have made possible. (Online) OECD Education and Skills Today. Available at: https://oecdedutoday.com/coronavirus-future-learning-artificial-intelligence-ai/ [Accessed on: 7 June 2021]
Linneberg, M. S., &Korsgaard, S. (2019). Coding qualitative data: A synthesis guiding the novice. Qualitative research journal.
Luckin, R. (2019). AI and education: The reality and the potential. The Knowledge Illusion.
Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 1-13.
Puaschunder, J. M. (2019). Artificial Intelligence evolution: On the virtue of killing in the artificial age. SCIENTIA MORALITAS-International Journal of Multidisciplinary Research, 4(1), 51-72.
Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582-599.
Tuomi, I. (2018). The impact of artificial intelligence on learning, teaching, and education. Luxembourg: Publications Office of the European Union.
