Gender perceptions of generative AI in higher education
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 23 September 2024
Abstract
Purpose
This study explored the themes and sentiments of online learners regarding the use of Generative Artificial Intelligence (AI) or “generative AI” technology in higher education.
Design/methodology/approach
English-language tweets were subjected to topic modelling and sentiment analysis. Three prevalent themes were identified and discussed: curriculum development opportunities, lifelong learning prospects and challenges associated with generative AI use.
Findings
The results also indicated a range of topics and emotions towards generative AI in education, which were predominantly positive but also varied across male and female users.
Originality/value
The findings provide insights for educators, policymakers and researchers on the opportunities and challenges associated with the integration of generative AI in educational settings. This includes the importance of identifying AI-supported learning and teaching practices that align with gender-specific preferences to offer a more inclusive and tailored approach to learning.
Keywords
Acknowledgements
This work was funded by the Researchers Supporting Project number (RSP 2024/157), King Saud University, Riyadh, Saudi Arabia.
Citation
Al-Samarraie, H., Sarsam, S.M., Ibrahim Alzahrani, A., Chatterjee, A. and Swinnerton, B.J. (2024), "Gender perceptions of generative AI in higher education", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-02-2024-0109
Publisher
:Emerald Publishing Limited
Copyright © 2024, Emerald Publishing Limited