Version 1
: Received: 5 December 2023 / Approved: 6 December 2023 / Online: 6 December 2023 (10:34:59 CET)
Version 2
: Received: 23 December 2023 / Approved: 25 December 2023 / Online: 27 December 2023 (05:32:28 CET)
How to cite:
Ramos Pinto, P.H.; Ugulino de Araujo, V.M.; Ferreira Junior, C.D.S.; Lima Goulart, L.; Cardoso Beltrão, J.V.; Silva Aguiar, G.; Fernandes Mendes, S.J.; Vaz Monteiro, F.D.L.; Lacerda Avelino, E. Assessing the Psychological Impact of Generative AI on Data Science Education: An Exploratory Study. Preprints2023, 2023120379. https://doi.org/10.20944/preprints202312.0379.v1
Ramos Pinto, P.H.; Ugulino de Araujo, V.M.; Ferreira Junior, C.D.S.; Lima Goulart, L.; Cardoso Beltrão, J.V.; Silva Aguiar, G.; Fernandes Mendes, S.J.; Vaz Monteiro, F.D.L.; Lacerda Avelino, E. Assessing the Psychological Impact of Generative AI on Data Science Education: An Exploratory Study. Preprints 2023, 2023120379. https://doi.org/10.20944/preprints202312.0379.v1
Ramos Pinto, P.H.; Ugulino de Araujo, V.M.; Ferreira Junior, C.D.S.; Lima Goulart, L.; Cardoso Beltrão, J.V.; Silva Aguiar, G.; Fernandes Mendes, S.J.; Vaz Monteiro, F.D.L.; Lacerda Avelino, E. Assessing the Psychological Impact of Generative AI on Data Science Education: An Exploratory Study. Preprints2023, 2023120379. https://doi.org/10.20944/preprints202312.0379.v1
APA Style
Ramos Pinto, P.H., Ugulino de Araujo, V.M., Ferreira Junior, C.D.S., Lima Goulart, L., Cardoso Beltrão, J.V., Silva Aguiar, G., Fernandes Mendes, S.J., Vaz Monteiro, F.D.L., & Lacerda Avelino, E. (2023). Assessing the Psychological Impact of Generative AI on Data Science Education: An Exploratory Study. Preprints. https://doi.org/10.20944/preprints202312.0379.v1
Chicago/Turabian Style
Ramos Pinto, P.H., Filipe de Lima Vaz Monteiro and Erlon Lacerda Avelino. 2023 "Assessing the Psychological Impact of Generative AI on Data Science Education: An Exploratory Study" Preprints. https://doi.org/10.20944/preprints202312.0379.v1
Abstract
The integration of AI in education, particularly through Large Language Models (LLMs), is accelerating, reshaping pedagogical approaches and student interactions with new learning tools. This study assesses the impact of generative AI on the educational experiences of data science students at the Center for Informatics, University of Paraíba (CI/UFPB), Brazil. Through the validation of five psychometric scales, we analyze the students' acceptance of LLMs, their associated burnout levels, technology anxiety and the prevalence of metacognitive and dysfunctional learning strategies. Results indicate a significant adoption of AI-driven technologies, with a low incidence of technology anxiety, such as fear of job displacement due to AI. However, a significant correlation between burnout and dysfunctional learning strategies was observed, which could likely be attributed to the rigorous academic environment. Additionally, the employment of metacognitive strategies in conjunction with LLMs reflects an advanced learning approach, yet challenges with functional learning strategies persist. This study contributes to the discourse on AI in education, highlighting the need for educational frameworks that support effective AI adoption while addressing the psychological demands on students.
Keywords
AI for education; ChatGPT; educational technologies; LLMs; data science education; psychological impact of AI; generative AI; validity
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
