Page 10 - IJSA, Vol. 7, No 1, 2024

International Journal of Science Annals, Vol. 7, No. 1, 2024
рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa

SOCIAL AND BEHAVIORAL SCIENCES. Education

ORIGINAL RESEARCH

Artificial Intelligence as a Factor
Revolutionizing Higher Education

Authors’ Contribution: 1,2 ABCDEF 1,2 ABCDEF
A – Study design; Melnyk Yu. B. , Pypenko I. S.
B – Data collection;
C – Statistical analysis; 1 Kharkiv Regional Public Organization “Culture of Health”, Ukraine
D – Data interpretation; 2 Scientific Research Institute KRPOCH, Ukraine
E – Manuscript preparation;
F – Literature search; Received: 09.04.2024; Accepted: 10.05.2024; Published: 30.06.2024
G – Funds collection
Abstract
Background and The use of artificial intelligence and various chatbots based on it is becoming part of
Aim of Study: everyday higher education practice. The aim of the study: to explore practices and
identify trends in the use of artificial intelligence-based chatbots by higher education
stakeholders.
Material and Methods: The survey was conducted between January and April 2024. The total number of
respondents from 57 countries was 788, of whom 363 were students and 425 were
university faculty. The probability sampling method was applied. Respondents were
interviewed online. The questionnaire is available on the official website of the
Scientific Research Institute KRPOCH using Google Forms, as well as on social
networks Facebook, LinkedIn, etc. for potential participants. In addition, a selective
individual online interview was conducted with respondents. Cronbach’s alpha
confirmed adequate internal consistency (α=0.837).
Results: The role of artificial intelligence-based chatbots in higher education practice was
considered. The use of chatbots among higher education stakeholders (students and
faculty) was studied. A model of stakeholder behaviour was developed. This model
describes two ways of solving problems: with and without the use of artificial
intelligence. Trends in the use of chatbots in higher education were identified:
students were 26.9% more likely than faculty to use artificial intelligence-based
chatbots to prepare for classes or complete assignments at their college/university;
almost all students (68.0% of 68.3% who use chatbots) edited the results returned by
generative chatbots at their request; students were 30.1% more likely than faculty to
edit these results.
Conclusions: The new technologies of generative artificial intelligence have been the factors that
have revolutionised the industry of higher education. A new “Human-AI” system has
emerged that is fundamentally changing the rules for training young professionals.
The study emphasizes that higher education stakeholders using chatbots should do so
correctly, consider the possibilities and limitations of using this toolkit, and recognize
their responsibility for the outcomes and consequences of their use.
Keywords: education, artificial intelligence, chatbots, Human-AI system, interaction,
responsibility, stakeholder
Copyright: © 2024 Melnyk Yu. B., Pypenko I. S. Published by Archives of International Journal
of Science Annals
DOI: https://doi.org/10.26697/ijsa.2024.1.2
Conflict of interests: The authors declare that there is no conflict of interests
Peer review: Double-blind review
Source of support: This research did not receive any outside funding or support
Information about Melnyk Yuriy Borysovych (Corresponding Author) – https://orcid.org/0000-0002-
the authors: 8527-4638; [email protected]; Doctor of Philosophy in Pedagogy, Affiliated
Associate Professor; Chairman of the Board, Kharkiv Regional Public Organization
“Culture of Health”; Director, Scientific Research Institute KRPOCH, Ukraine.
Pypenko Iryna Sergiivna – https://orcid.org/0000-0001-5083-540X; Doctor of
Philosophy in Economics, Affiliated Associate Professor; Secretary of the Board,
Kharkiv Regional Public Organization “Culture of Health”; Co-Director, Scientific
Research Institute KRPOCH, Kharkiv, Ukraine.

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