Students Experience on Self-Study through AI

Abstract

This study aimed to explore students' experiences with AI-assisted self-study, focusing on their engagement with AI tools, learning outcomes, perceived challenges and limitations, available support and resources, and overall perceptions of AI in education. Employing a qualitative research design, this study conducted semi-structured interviews with 20 students who have used AI tools for self-study. Participants were selected through purposive sampling to ensure a diverse representation across different academic disciplines, levels of study, and demographics. Thematic analysis was used to identify patterns and insights within the interview data. Five major themes were identified: Engagement with AI Tools, Learning Outcomes, Challenges and Limitations, Support and Resources, and Perceptions of AI in Education. Students reported positive impacts of AI on engagement and learning outcomes, including enhanced knowledge retention and skill development. However, technical issues, content limitations, and concerns about data privacy were highlighted as significant challenges. Support from AI in terms of tutoring and guidance was deemed beneficial, while perceptions of AI in education ranged from optimism about future possibilities to concerns about ethical implications. AI tools can significantly enhance self-study by providing personalized and interactive learning experiences that cater to individual student needs. While the potential benefits are substantial, addressing technical, ethical, and accessibility challenges is crucial for maximizing the positive impacts of AI in education. This study underscores the importance of ongoing dialogue and collaboration among educators, students, and technology developers to align AI tools with educational goals and ethical standards.