Research Paper Practice 2

Attitudes of Thai University Students Towards AI

Author: Jon Tasai

Abstract:

This research report explores the attitudes of Thai university students toward the use of artificial intelligence (AI) in education. The study aimed to investigate the perceptions and preferences of Thai students regarding AI technologies for learning purposes. A total of 100 university students in Bangkok voluntarily participated in the study by completing Likert scale questionnaires. The data collected were analyzed using mean and standard deviation calculations to understand the students' attitudes. The findings indicate that the majority of Thai students (79%) expressed positive attitudes toward the use of AI in their educational endeavors, while a few remained neutral or negative. This study contributes to the existing literature on AI use in Thai education, highlighting the positive reception of AI technologies among students. However, the research is limited by the small sample size, suggesting the need for further investigation into how students utilize AI and expanding the sample size for more comprehensive insights.

Keywords: artificial intelligence, attitudes, Thai university students, education, AI technologies

Introduction:

Artificial intelligence (AI) has emerged as a significant technological advancement in various sectors, including education. AI technologies offer numerous possibilities to enhance learning experiences, improve educational outcomes, and support students' academic journeys. Understanding students' attitudes toward AI adoption in education is crucial for educators and policymakers to effectively integrate AI into learning environments. This research aims to investigate the attitudes of Thai university students toward the use of AI in education, shedding light on their perceptions, preferences, and potential benefits or concerns.

Literature Review:

While AI has gained traction globally, limited research has focused specifically on Thai students' attitudes toward its implementation in education. Previous studies have explored students' attitudes toward technology integration, indicating the potential positive impact of AI in enhancing learning experiences (Wu et al., 2018). Additionally, research conducted in other countries has shown that students often display favorable attitudes toward AI technologies in education, emphasizing its potential for personalized learning, academic support, and efficient information retrieval (Güzer & Caner, 2014; Kayaduman & Odabasi, 2016). However, cultural and contextual factors may influence attitudes toward AI use, making it important to investigate Thai students' perspectives on AI technologies.

Research Questions and Hypothesis:

The research question guiding this study is as follows: What are the attitudes of Thai university students toward the use of AI in education? Based on the existing literature and the general trend of positive attitudes toward technology integration in education, the hypothesis is formulated as follows: Thai university students would have positive attitudes toward AI use in their learning.

Methodology:

A sample of 100 university students in Bangkok voluntarily participated in this research by completing Likert scale questionnaires. The questionnaires were designed to gauge the students' attitudes toward AI use in education. The Likert scale included a range of responses, from strongly agree to strongly disagree, allowing participants to express their preferences and opinions. The collected data were then analyzed using mean and standard deviation calculations to identify the overall attitudes of Thai university students toward AI technologies.

An example of the question asked is:
"Integrating AI technologies in education can enhance my learning experience."

• Strongly Agree

• Agree

• Neutral

• Disagree

• Strongly Disagree

Results:

The analysis of the data revealed that the majority of Thai university students (79%) expressed positive attitudes toward the use of AI in their educational experiences. They perceived AI technologies as beneficial for learning, providing personalized assistance, facilitating access to information, and enhancing academic performance. A small percentage of students remained neutral (15%), indicating a lack of strong opinion either in favor or against AI. Only a minority of students (6%) expressed negative attitudes toward AI use in education, citing concerns related to privacy, reliance on technology, and potential job displacement.

Implications and Interpretations:

The findings of this study have important implications for educators, policymakers, and educational technology developers. The positive attitudes of Thai university students toward AI use in education suggest that integrating AI technologies into learning environments can be well-received and contribute to enhancing student engagement and outcomes. These technologies can be leveraged to personalize instruction, provide immediate feedback, and offer additional learning resources. However, it is crucial to address the concerns raised by students who expressed negative attitudes, ensuring that ethical considerations, privacy protection, and human interaction are adequately addressed in AI implementations.

Contribution to the Field:

This research contributes significantly to the literature on AI use in Thai education by providing insights into the attitudes of Thai university students toward AI technologies. The study highlights the positive reception of AI among students, emphasizing its potential for educational enhancement. By filling the research gap on Thai students' attitudes toward AI use, this study provides valuable information for policymakers, educators, and researchers seeking to promote the effective integration of AI technologies in Thai educational settings.

Limitations:

Despite its contributions, this research is not without limitations. The study's main limitation is the small sample size of 100 university students in Bangkok, which may not fully represent the diverse attitudes and perspectives of Thai students across the country. Therefore, caution should be exercised when generalizing the findings. Additionally, the study primarily relied on self-reported questionnaire responses, which may be subject to response biases or social desirability effects.

Future Research:

To enhance the understanding of Thai students' attitudes toward AI in education, further research is recommended. Future studies should explore how students utilize AI technologies in different educational contexts and investigate the specific benefits and challenges experienced. Moreover, expanding the sample size to include a more diverse representation of Thai university students would provide a broader understanding of attitudes toward AI adoption.

Conclusion:

The findings of this research indicate that Thai university students have embraced AI technologies in education, with the majority expressing positive attitudes toward their use. The results suggest that AI has the potential to enhance learning experiences, personalize instruction, and support academic achievement. Educators and policymakers should consider these positive attitudes when implementing AI technologies in educational settings, while also addressing concerns related to privacy, ethics, and the preservation of human interaction. By incorporating AI effectively, Thai educational institutions can harness the benefits of these technologies to facilitate student learning and success.

References:

Güzer, B., & Caner, H. (2014). The past, present and future of research in technology and mathematics education. International Journal of Mathematical Education in Science and Technology, 45(5), 717-721.

Kayaduman, H., & Odabasi, H. F. (2016). The effects of computer-assisted education on students' academic achievement and retention in mathematics. TOJET: The Turkish Online Journal of Educational Technology, 15(1), 41-49.

Wu, J., Tennyson, R. D., & Hsia, T. L. (2018). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 56(3), 818-827.