Document Type

Article

Publication Title

Journal of Biosensors and Bioelectronics Research

Abstract

This article presents a comprehensive study conducted during the spring semester of 2024, aimed at exploring undergraduate computer science students’ perceptions, awareness, and understanding of generative artificial intelligence (GAI) tools within the context of their Artificial Intelligence (AI) courses. The research methodology employed qualitative techniques, including human-subject research and focus groups, to delve into students’ insights on the evolution of AI as delineated in the seminal textbook by Russell and Norvig. The study-initiated discussions on the historical development of AI, prompting students to reflect on the aspects that intrigued them the most, and to identify which historical concepts and methodologies, perhaps even those not directly covered in their curriculum, piqued their interest. Furthermore, the dialogue encompassed the learning methodologies highlighted in the textbook, seeking students’ feedback on the strategies that have been most effective for mastering complex AI theories and their practical applications. Interdisciplinary applications of AI were also discussed, encouraging students to contemplate AI’s role beyond the realm of computer science and its potential to foster innovative solutions across various fields. Finally, the conversation shifted towards students’ personal goals and aspirations in AI, urging them to consider how their perspectives have evolved in light of technological advancements, societal needs, and ethical considerations. The findings underscore a notable gap in students’ awareness of AI’s history and its current capabilities, indicating a need for educational strategies that not only deepen understanding but also foster a broader appreciation of AI’s potential. This study contributes valuable insights into enhancing AI education and encouraging interdisciplinary innovation among the next generation of computer scientists.

DOI

doi.org/10.47363/JBBER/2024(2)120

Publication Date

6-2024

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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