From instrument to empowerment: Experiences and perceptions of Yunnan college students on AI technologies in higher education

• In Event: Artificial Intelligence and Digital Transformation: Trends, Perceptions, and Impacts in Higher Education

Proposal

1. Introduction

The rapid advancement of generative tools powered by artificial intelligence (AI) has brought forth innovative technologies that can transform teaching methods and enhance students’ learning experiences in higher education. The issues of inequality regarding AI technologies have been attracting researchers’ attention. Notably, most attention is paid to unequal access to AI technologies because of the “digital divide” derived from certain groups of people’s underrepresented or marginalized status (Williamson, 2020; Zajko, 2021). Given the different outcomes of using AI technologies in higher education, the inequality in the mindset of underrepresented students is the most worrying. Some students believe they have a grasp of AI technologies based on information from social media and advertisements. However, their knowledge is often limited to only certain aspects of AI tools. As a result, these students may not benefit as much from using these tools as those with access to comprehensive AI training. When examining this issue through the lens of Biesta’s (2020) three domains of educational purposes – qualification, socialization, and subjectification – it becomes clear that, without sufficient support and guidance, AI tools may merely serve an instrumental role in qualification and socialization but not fully empower students to achieve their learning goals in terms of subjectification.

This study chose Yunnan, an economically disadvantaged province of China, as the case region to investigate the use of AI technologies in higher education. Located in southwest China, Yunnan has been identified as an economically developing or disadvantaged province (Yang et al., 2006). This study aims to address the following two research questions:

1) What is the status of AI technology usage among students at Yunnan HEIs?
2) How do students perceive AI technologies in their learning at Yunnan HEIs?


2. Research Design

This study proposes an analytical framework based on Biesta’s (2020) three domains of educational purposes: qualification, socialization, and subjectification. Qualification pertains to the knowledge, skills, and credentials students acquire through higher education. Socialization involves students’ acceptance of specific social, cultural, and political orders, with explicit or implicit impacts during the education process. Subjectification focuses on students’ self-formation, emphasizing their development as independent thinkers and their agency in pursuing personal objectives.

This study applied a mixed-methods approach, gathering both quantitative and qualitative data from students of Yunnan HEIs. Specifically, a descriptive analysis of the survey data from 741 college students in Yunnan was conducted to explore respondents’ experiences and perceptions of using AI technologies in their learning. In-depth semi-structured interviews with nine college students from Yunnan University were conducted to further explore their experiences and perceptions of AI technologies in higher education. This study chose Yunnan University as a case institution because it is a representative institution and convenient for recruiting interview participants.

3. Research Findings and Implications

According to surveys and interviews, most students at Yunnan HEIs have started using AI tools for their studies. This is because the Internet is widely available in the country and the AI industry in mainland China is rapidly developing. However, around 20% of the respondents have chosen not to use AI tools. The main concern among these students is the lack of awareness about where and how to use AI tools for their studies. Therefore, the main inequality issues for Yunnan college students are related to the outcomes of using these tools rather than accessibility. Additionally, a high level of uncertainty has been found among the respondents regarding institutional support and their use of and attitudes toward AI tools in learning. For most statements, 30% to 45% of the respondents chose the "neutral" option. These uncertain attitudes may arise from the rapid development of AI tools and the lack of systematic introduction and guidance on AI technologies for Yunnan college students. The absence of clear guidance can be a major obstacle for Yunnan college students in effectively using various AI tools to achieve their learning goals.

Hence, we argue that the use of AI technologies in Yunnan’s higher education is currently at a superficial level, as per the analytical framework informed by Biesta’s three educational purposes: qualification, socialization, and subjectification. Specifically, some interviewees narrowly focus on the chatbot function of AI tools. This limited understanding of AI technologies highlights the inequality in their application. Even though college students in Yunnan can easily access information about AI technologies through various social media platforms, without sufficient guidance and systematic training, this accessibility may create a false sense of understanding, leading to an illusion of expertise in AI technologies. Additionally, in today’s era of exponential technologies, it is essential for higher education students to develop independent thinking skills in the face of the overwhelming amount of information available. While AI provides access to vast sources of information, relying too heavily on it may diminish students’ critical thinking abilities. The lack of proper guidance and training could lead to significant inequality in the outcomes of AI technologies. Students in economically disadvantaged areas, such as Yunnan, may have access to AI tools but may only possess a superficial understanding of their use. Consequently, it is the responsibility of government policymakers and HEI decision-makers to go beyond just providing access to AI technologies. They should ensure that students are able to utilize these tools wisely and ethically to achieve their educational goals. It is crucial to create an environment where various stakeholder groups in higher education can work together to achieve this goal.

Authors

• Weiyan Xiong, Education University of Hong Kong

• Mei Wu, Yunnan University