1st International Scientific Conference Education and Artificial Intelligence (EDAI 2024), [pp. 199-205]
AUTHOR(S) / АУТОР(И): Ljubiša Josimović 
, Miloš Josimović , Nikola Radivojević
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DOI: 10.46793/EDAI24.199J
ABSTRACT / САЖЕТАК:
Artificial intelligence (AI) and computational sciences have aroused a growing interest in education. Despite its relatively recent history, AI is increasingly being introduced into the classroom through different modalities, with the aim of improving student achievement. The integration of artificial intelligence (AI) in higher education has the potential to revolutionize the learning experience by promoting engagement, personalization, efficiency, and innovation. AI offers a wide range of possibilities where AI- based tools enable students to receive customized feedback and guidance, allowing them to learn at their own pace and excel academically. However, the question arises as to whether the effects of applying AI in teaching on student achievements depend on the type of study program or if this impact is uniform regardless of the program type. Data were collected using a structured questionnaire developed for this research. The study involved students from the Academy of Applied Studies in Šumadija, across three study programs belonging to different scientific fields. For the purposes of this research, ANOVA was employed. Since ANOVA does not reveal which groups differ, the applied Games-Howell Post Hoc test was conducted to address this issue. The results indicate that the impact depends on the type of study program when they belong to different scientific fields.
KEYWORDS / КЉУЧНЕ РЕЧИ:
artificial intelligence, student achievements, ANOVA, education
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