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:
Pinto, P.H.R.; Araujo, V.M.U.D.; Ferreira Junior, C.D.S.; Goulart, L.L.; Aguiar, G.S.; Beltrão, J.V.C.; Lira, P.D.D.; Mendes, S.J.F.; Monteiro, F.D.L.V.; Avelino, E.L. Assessing the Psychological Impact of Generative AI on Computer and Data Science Education: An Exploratory Study. Preprints2023, 2023120379. https://doi.org/10.20944/preprints202312.0379.v2
Pinto, P.H.R.; Araujo, V.M.U.D.; Ferreira Junior, C.D.S.; Goulart, L.L.; Aguiar, G.S.; Beltrão, J.V.C.; Lira, P.D.D.; Mendes, S.J.F.; Monteiro, F.D.L.V.; Avelino, E.L. Assessing the Psychological Impact of Generative AI on Computer and Data Science Education: An Exploratory Study. Preprints 2023, 2023120379. https://doi.org/10.20944/preprints202312.0379.v2
Pinto, P.H.R.; Araujo, V.M.U.D.; Ferreira Junior, C.D.S.; Goulart, L.L.; Aguiar, G.S.; Beltrão, J.V.C.; Lira, P.D.D.; Mendes, S.J.F.; Monteiro, F.D.L.V.; Avelino, E.L. Assessing the Psychological Impact of Generative AI on Computer and Data Science Education: An Exploratory Study. Preprints2023, 2023120379. https://doi.org/10.20944/preprints202312.0379.v2
APA Style
Pinto, P.H.R., Araujo, V.M.U.D., Ferreira Junior, C.D.S., Goulart, L.L., Aguiar, G.S., Beltrão, J.V.C., Lira, P.D.D., Mendes, S.J.F., Monteiro, F.D.L.V., & Avelino, E.L. (2023). Assessing the Psychological Impact of Generative AI on Computer and Data Science Education: An Exploratory Study. Preprints. https://doi.org/10.20944/preprints202312.0379.v2
Chicago/Turabian Style
Pinto, P.H.R., Filipe de Lima Vaz Monteiro and Erlon Lacerda Avelino. 2023 "Assessing the Psychological Impact of Generative AI on Computer and Data Science Education: An Exploratory Study" Preprints. https://doi.org/10.20944/preprints202312.0379.v2
Abstract
The integration of AI in educational settings, particularly through Large Language Models (LLMs), is accelerating, reshaping pedagogical approaches due to students' interactions with new learning tools. This study assesses the impact of generative AI on the educational experiences of computer and data science students at the Center for Informatics, University of Paraíba (CI/UFPB), Brazil. Through Exploratory Factorial Analysis (EFA) of five psychometric scales, the research examines students' acceptance of LLMs, their associated burnout levels, technology anxiety, and the prevalence of metacognitive and dysfunctional learning strategies associated with LLMs. Results indicate significant adoption of AI technologies among students, accompanied by a low incidence of technology anxiety, manifesting as fears of losing jobs to AI. However, a significant correlation was observed between academic burnout and dysfunctional learning strategies, 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; education
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.
Received:
27 December 2023
Commenter:
Pedro Ramos Pinto
Commenter's Conflict of Interests:
Author
Comment: Changed the title for better representation of the samples, and made minor edits for improved flow and grammar. Additionally, an author, who had initially forgotten to include their name on the finished article, has now been appropriately added.
Commenter: Pedro Ramos Pinto
Commenter's Conflict of Interests: Author