Dublin Core
Title
INVESTIGATION OF THE STRATEGIES TO REGULATE THE USAGE OF AI CHATBOTS IN
HIGHER EDUCATION: HARMONIZING PEDAGOGICAL INNOVATION AND COGNITIVE
SKILL DEVELOPMENT
HIGHER EDUCATION: HARMONIZING PEDAGOGICAL INNOVATION AND COGNITIVE
SKILL DEVELOPMENT
Creator
REGIS MISHEAL MUCHOWE
ARTHUR WILLIAM FODOUOP KOUAM
Description
This study investigates the strategies for regulating the usage of AI
chatbots in higher education to harmonize pedagogical innovation and
cognitive skill development among graduate students. The study adopts a
qualitative methodology that involves semi-structured interviews with 12
lecturers from 11 Zimbabwean universities. The findings reveal that although
AI chatbots present opportunities to enhance learning experiences and cognitive
skill development, their usage by graduate students presents challenges that
require regulation. Negative perceptions of using AI chatbots by graduate
students included cheating, plagiarism, and reduced interaction. Positive
perceptions had research flexibility and cheapness. To regulate AI chatbot
usage in higher education, lecturers employed active learning strategies and
tailor-made coursework. At the same time, universities implemented Viva Voce
and AI software detectors to discourage cheating and plagiarism. The study
contributes to the literature on AI chatbots in education by highlighting the
importance of cultural and social factors in their integration. The findings
provide practical implications for educators and institutions in regulating the
usage of AI chatbots in higher education, thus promoting cognitive skill
development while avoiding their negative impact.
chatbots in higher education to harmonize pedagogical innovation and
cognitive skill development among graduate students. The study adopts a
qualitative methodology that involves semi-structured interviews with 12
lecturers from 11 Zimbabwean universities. The findings reveal that although
AI chatbots present opportunities to enhance learning experiences and cognitive
skill development, their usage by graduate students presents challenges that
require regulation. Negative perceptions of using AI chatbots by graduate
students included cheating, plagiarism, and reduced interaction. Positive
perceptions had research flexibility and cheapness. To regulate AI chatbot
usage in higher education, lecturers employed active learning strategies and
tailor-made coursework. At the same time, universities implemented Viva Voce
and AI software detectors to discourage cheating and plagiarism. The study
contributes to the literature on AI chatbots in education by highlighting the
importance of cultural and social factors in their integration. The findings
provide practical implications for educators and institutions in regulating the
usage of AI chatbots in higher education, thus promoting cognitive skill
development while avoiding their negative impact.
Publisher
East African Scholars J Edu Humanit Lit
Date
2024
Position: 12 (63 views)