Cover Page

Title: The Impact of Artificial Intelligence on Student and teacher Learning

Outcomes

Course: ENGL201: Writing Skills

Student Name: omar elhalawany, Youssef Khaled Sobhy

ID: 221000558, 221000229

Date: 1/9/2025

Table of Contents

1. Abstract

2. Introduction

3. Literature Review

4. Methodology

5. Results

6. Discussion

7. Conclusion

8. References
9. Appendix

1.0 Abstract

The study shows that AI tools help improve student learning, but also raises

issues like relying too much on AI and limiting creativity. To make the most of

AI in education, it's important to balance its benefits and challenges, and use it

carefully. Future research should look at more diverse groups and long-term

effects to get better insights and make sure AI helps all students.

2.0 Introduction

Artificial intelligence plays a very big role in student’s outcomes and learning. This effect

can be either way in a negative or a positive way. The effect of AI will impact in any

educational setting, such as universities, schools, online learning and so on. In addition to this

not only students will be affected, but also Teachers as they may face challenges in

integrating AI into their teaching methods and adapting to new technologies, to add to this

parents also will be concerned about how AI impacts their children’s education. Many studies

have been conducted to evaluate the effectiveness of AI in education, such as the impact of

intelligent tutoring systems, adaptive learning platforms, and automated grading systems. Its
very important to address and study this case as the following points could be answered .AI

has the potential to either bridge or widen the gap of education opportunities. Making sure

that students benefit from AI use. Understanding how AI affects learning outcomes helps

Teachers implement tools such as AI that genuinely enhance student performance and

engagement. AI in education can lead to a more skilled and adaptable workforce, driving

economic growth and innovation. However, if not implemented correctly and in a good way,

it could lead to social inequalities. Failure to solve this problem could lead to increased

inequality, ineffective tools, and resistance to adoption. Students, teachers, parents,

institutions, and society as a whole may be affected by the consequences. The problem is

relevant to educational policy, technology development, social equity, and economic growth.

The examination and the study will answer How does the use of artificial intelligence tools,

such as intelligent tutoring systems, chatgpt and other like sites and adaptive learning

platforms, affect student learning outcomes in terms of academic performance, engagement,

and skill development in secondary education? The integration of Ai tools in education and

the extent and implementation is the independent variables. Students learning out comes is

the dependent variable as the target population is students.

3.0Literature Review

3.1 Background Information

Artificial intelligence (AI) refers to a technology created by developers that allows computers

to perform tasks that usually require human effort and intelligence, like learning, problem-

solving, and understanding language. (AI) consists of Algorithms that are used in the study of

machine learning to find patterns in data and make decisions. A neural network with several
 layers of perceptron’s is called deep learning. Neural networks attempt to simulate human

brain activity; however they fall well short of its capabilities, which allows them to analyze

large amounts of data. In education, AI presents new opportunities to improve student results,

increase teaching methods, and organize learning processes (U.S. Department of Education,

2021). Research shows that tools like intelligent machine learning and AI-powered analytics

can improve student performance and help prevent dropouts (VanLehn, 2011; Nguyen et al.,

2021). Overall, AI is changing education in many positive ways locked to see the potentials

of how ai improve student learning outcomes.

Student teachers learning outcomes refers to the things gained through their education.

Such as the skills gained, the knowledge also, the abilities. For example, A mathematics

student might demonstrate the ability to solve complex equations and apply mathematical

concepts to real-world problems. This example provides skills and abilities to find the

answers on the real world. AI-powered learning tools can match the speed at which

students learn, find out what they're good at and where they need help, and give them

specific support to improve understanding (Holmes et al., 2019). Also, AI helps teachers

with admin tasks, so they can spend more time on teaching and mentoring (Luckin et al.,

2016). The study shows that both students and teachers can achieve better learning

outcomes, with students receiving personalized support and teachers having more time

for effective teaching.

According to (Sasikala & Ravichandran, 2024)) as a primary source, the study uses a qualitative

data design to find how (ai) impacts students' learning outcomes, making it perfect for existing

students’ knowledge without needing to make new experiments. The researchers

Google Scholar and IEEE Xplore), ensuring the findings are relevant and up to date (Sasikala &

Ravichandran, 2024). there are no human participants; instead, the focus is on analyzing existing

research papers, case studies, and AI tools like Dream Box Learning and Twinkl Boost (Sasikala

& Ravichandran, 2024). The data collection involves Data bases and,AI tools to provide trusted

information and case of studies screening sources for relevance, extracting key information, and

organizing it into categories personalized learning, student engagement. (Sasikala &

Ravichandran, 2024). This systematic approach ensures the process is thorough and unbiased,

providing meaningful data to answer the research question: "How does AI impact student

learning, and what are the benefits and challenges?" (Sasikala & Ravichandran, 2024). The

data is collected in a systematic way to make sure that the process is full and unbiased. By

defining clear research criteria and data organization into different categories, this allows

researchers to effectively analyze across varied scientific fields.

According to (Xu et al. (2021) )the paper looks at how (ai) is being used in different sciences

such as, medicine, materials science, and computing results. The purpose of the study was to

show how (ai) can help solve big problems in these areas and make the process faster than

usual. The authors focus on the challenges faced in each scientific area and how AI

techniques can address these challenges. They also explore new research trends and the

integration of AI into these disciplines. (Xu et al. (2021)). The study uses a qualitative

research design with a focus on literature review and analysis to understand how AI is

applied in various scientific fields. Which is suitable for the aim study because the aim was to

explore the impact the (ai) on academic learning. The study uses a qualitative research

design to explore how artificial intelligence (AI) is used in different areas of science. Instead
of doing new experiments, the researchers look at existing research papers, case studies, and

AI tools (like TensorFlow and Py Torch) from the past 10 years. They choose high-quality

sources to make sure that the information is reliable and up to date. The study was a literature

review, there are no human participants. The data collection tool Academic databases, AI

frameworks, and case studies are chosen to provide trusted information. This method is

chosen because it helps the researchers get a full picture of how AI is used in science, what

problems it solves, and what challenges remain. The approach is clear, thorough, and easy to

understand, making it a great way to answer the main question. The data is collected in a

systematic way to make sure that the process is full and unbiased. By defining clear research

criteria and data organization into different categories, this allows researchers to effectively

analyze across varied scientific fields.

In conclusion, both Sasikala and Ravichandran (2024) and xu et al.(2021) puts into bold the

potential of AI in education and different scientific fields, bringing its attention to its ability

to enhance learning outcomes, and solving complex challenges. They also focus on

qualitative analysis on students learning outcomes, by using existing research and AI tools to

explore personalized learning and students engagement. similarly, Xu et Al.(2021) makes use

of a literature review approach to investigate AI effects across various scientific fields,

underlining its role in solving significant problems and driving innovation. While both

studies provide valuable insights into the benefits and challenges of AI use, they primarily

concentrate on broader applications and existing research, leaving a gap in the literature

regarding the specific, real-time impact of AI tools like ChatGPT and adaptive learning

platforms on academic performance of students. This gap leads for the need of focused study

that investigates and examines how these AI tools affect the students learning outcome and
academic performance. The purpose of this study, therefore, is to address this gap by

systematically analyzing the direct effects of AI tools on learning outcomes and performance,

providing actionable insights for educators, and Teachers to optimize AI integration and

ensure enhancement and effectiveness learning outcomes.

3.0 Methodology

The design of this research is a mixed-methods approach, collecting both quantitative and

qualitative data collection methods to gain more reliable knowledge. This design combines a

survey, which provides structured and measurable data. With public random interviews,

offering deeper insights and personal perspectives. The survey was used to collect

standardized responses from a broad audience, enabling statistical analysis. On the other

hand, random interviews with students allowed for the exploration of more nuanced and

subjective opinions, capturing the context and reasoning behind participants’ answers.

Together, these methods ensured a well-rounded and diverse dataset. The sample size for this

research includes 100 participants who completed the questionnaire survey and 10

individuals who participated in public random interviews. Also, Selection Criteria

(Participants) were selected based on their relevance to the topic of AI’s effect on academic

learning. The criteria included: Age Group: Individuals aged 18–30 to focus on students or

young professionals in academic or learning contexts. And the third and last, Educational

Background: Participants actively engaged in academic learning Diversity: A mix of genders,

educational levels, and fields of study to gather varied perspectives. Tools Used: The
primary tools used for this research were an online survey platform to design and distribute

the questionnaire and a note-taking materials for conducting and documenting the public

random interviews. The survey platform allowed for efficient data collection and analysis,

while the interviews provided qualitative insights through direct interaction with participants.

The survey contains ten questions, each designed to collect insights on the use of ai tools in

academic. These questions are mixed with multiple choice and short answers, scaling a

comprehensive understanding from different sides. The questionnaire contained 10 targeted

questions designed to explore how AI influences academic performance, learning habits,

challenges, and perceptions, ensuring the sample provided both general trends and detailed

insights. The first question addresses the frequency of AI tool usage, while the second

focuses on the primary academic tasks for which AI tools are used. Questions three to five

assess the effectiveness of AI tools, their impact on understanding complex topics, and their

influence on the learning process. The sixth question examines the effect of AI tools on study

habits. Questions seven and eight explore the role of AI tools in encouraging creativity and

any concerns associated with their use. The ninth question seeks opinions on whether

educators should promote AI tools in academics, and the final question evaluates the overall

impact of AI tools on academic learning outcomes. To conduct the survey, we’ve managed to

distribute the questionnaire link through multiple channels to ensure a diverse and

representative sample. The link was shared within university groups and college colleagues,

for targeted responses from students and educators. This ensured that data collected is from a

wide and various sample.

The sample size for this research includes 64participants who completed the questionnaire

survey and 10 individuals who participated in public random interviews. Also, Selection Criteria

(Participants) were selected based on their relevance to the topic of AI’s effect on academic

learning. The criteria included: Age Group: Individuals aged 18–30 to focus on students or

young professionals in academic or learning contexts. And the third and last, Educational

Background: Participants actively engaged in academic learning Diversity: A mix of genders,

educational levels, and fields of study to gather varied perspectives. The questionnaire contained

10 targeted questions designed to explore how AI influences academic performance, learning

habits, challenges, and perceptions, ensuring the sample provided both general trends and

detailed insights.

The findings of this study, based on data collected from 64 questionnaire responses and 10

random interviews, reveal several key trends regarding the use of AI tools in academic

learning. **Figure 1** (Pie Chart) shows that 60.9% of respondents use AI tools frequently,

while 29.7% use them occasionally, and a small percentage (7.8%) plan to use them in the

future. **Figure 2** (Bar Chart) indicates that the primary academic tasks for which AI tools

are used include researching and gathering information (42.2%), writing essays or

assignments (15.6%), and proofreading or editing (6%). In terms of effectiveness, **Figure

3** (Bar Chart) demonstrates that 53.1% of respondents find AI tools very effective, while

35.9% consider them somewhat effective. **Figure 4** (Bar Chart) reveals that 48.4% of

respondents believe AI helps simplify complex topics, though 39.1% feel its effectiveness
varies. Regarding the impact on learning, **Figure 5** (Bar Chart) shows that 46% of

respondents believe AI somewhat enhances learning, while 33.3% feel it greatly enhances

learning. However, 15.9% report no effect, and 4.8% believe AI distracts learning. **Figure

6** (Bar Chart) highlights that 57.8% of respondents report a positive influence on study

habits, though 18.8% note a negative influence. In terms of creativity, **Figure 7** (Bar

Chart) indicates that 51.6% of respondents believe AI encourages creativity, while 17.2% feel

it limits creativity. Concerns about AI use, as shown in **Figure 8** (Bar Chart), include

overreliance and loss of critical thinking (40.6%) and ethical concerns (28.1%). **Figure 9**

(Bar Chart) reflects that 46.9% of respondents believe educators should encourage AI use

with clear guidelines, while 40.6% think educators should actively promote AI tools. Finally,

**Figure 10** (Bar Chart) shows that 40.6% of respondents believe AI significantly

improves academic learning outcomes, while 35.9% think it improves outcomes to some

extent. Qualitative insights from interviews (**Figures 11-20**) further highlight diverse

perspectives, including efficiency gains and concerns about overreliance. These results

provide a comprehensive overview of the current use and perceptions of AI tools in academic

learning.

Fig(1): fig(3)
 fig(4): fig(5):

fig(6): fig(7)

fig(8):

fig (9):
fig(10):

5.0 Discussion

Using collected quantitative and qualitive data obtained from the shared survey which

included 64 different responses, and 10 random interviews asked about their use of AI and its

effect on academic learning. These collected results will answer the question of How does the

use of artificial intelligence tools, such as intelligent tutoring systems, chatgpt and other like

sites and adaptive learning platforms, affect student learning outcomes in terms of academic

performance, engagement, and skill development in secondary education?

The majority of respondents were highly satisfied with their use of AI, and felt their

improved learning outcomes and their performance enhancement.This suggests that use of AI

from students improved them. However only 3 respondents responded that AI is ineffective ,

21.8% of respondents has some concerns in using AI in learning. A Very wide range of users

of AI and also students who do not use AI agreed That AI limits creativity and critical

thinking, which presents 35.9% of respondents. Public interviews assures that use of AI

increases efficiency as it saves time in different tasks, very easy accessibility as it easy to ask
for help at any time, and professional preparation. On the other hand they pointed on some

negatives such as overreliance, Accuracy concerns “AI is sometimes unreliable”

Comparing to the literature review we can conclude that The survey results align closely with

the findings of Sasikala & Ravichandran (2024) and Xu et al. (2021), emphasizing AI's

positive impact on learning outcomes and efficiency while acknowledging concerns about

overreliance, accuracy, and creativity limitations. However, the survey provides a more

granular view of student experiences and perceptions, complementing the broader, research-

focused insights from the studies. Together, these sources highlight the need for balanced AI

integration in education, addressing both its benefits and challenges to maximize its potential.

6.0 Conclusion

The study has some limitations, such as a small sample size of 64 survey responses and 10

interviews, which may not fully represent all students, and reliance on self-reported data that

could be biased. It also focused only on specific AI tools like ChatGPT and secondary

education, missing broader contexts and long-term effects. For future research, it’s

recommended to include more participants from various backgrounds, conduct long-term

studies, explore other AI tools, and recieve background information from teachers and

parents. Additionally, Boarders for the use of AI should be developed Practically, educators

can use AI to improve learning and save time, but they should teach students to use it
critically. Students can benefit from AI’s efficiency but should balance it with independent

thinking. , and developers should improve AI tools to make them more accurate and user-

friendly. Addressing these areas will help maximize AI’s benefits in education while

minimizing its challenges.

7.0 References:

1. Sasikala, P., & Ravichandran, R. (2024). Study on the impact of artificial intelligence on

student learning outcomes. Journal of Digital Learning and Education, 4(2), 145-

155. https://doi.org/10.52562/j.dle.v4i2.1234

2. Xu, Y., Liu, X., Cao, X., Huang, C., Liu, E., Qian, S., Liu, X., Wu, Y., Dong, F., Qiu, C.-

W., Qiu, J., Hua, K., Su, W., Wu, J., Xu, H., Han, Y., Fu, C., Yin, Z., Liu, M., ... Zhang, J.

(2021). Artificial intelligence: A powerful paradigm for scientific research. The

Innovation, 2(4), 100179. https://doi.org/10.1016/j.xinn.2021.100179

3. U.S. Department of Education. (2021). Artificial intelligence and the future of teaching

and learning: Insights and recommendations. Retrieved from

https://www.ed.gov/sites/ed/files/documents/ai-report/ai-report.pdf

4. VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring

systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221.

https://doi.org/10.1080/00461520.2011.611369

5. Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An

argument for AI in education. Pearson.

systematic review. Interactive Learning Environments, 28(2), 133–154.

https://doi.org/10.1080/10494820.2019.1636082

7. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises

and implications for teaching and learning. Boston: Center for Curriculum Redesign.

8.0 Appendix

 Sample survey questions:

1. How frequently do you use AI tools in your studies?

2. What challenges do you face when using AI in learning?

3. How effective do you find AI tools in helping you complete academic tasks?

4. Do AI tools help you understand complex topics better?

5. How do you perceive the use of AI tools in terms of improving your learning

process?

6. Have AI tools influenced your study habits?

7. Do you feel AI tools encourage creativity in academic work?

8. What concerns do you have about using AI tools in academics?

9. Do you think educators should encourage the use of AI tools in academics?

10. Overall, do you think using AI tools improves academic learning outcomes?
Interview Responses from 10 Students on the Effect of AI on Academic Learning

Student 1, (sophomore, Computer Science):

Response: "Al has made studying A lot easier for me Tools like ChatGPT, Help me understand

difficult concepts faster - However, sometimes I feel lice l m relying Too much on it and not

thinking deeply. Key Insight: Positive impact on

Understanding, but potential overreliance.

Student 2 (Senior, Biology):

Response: "I use Al for research And summarizing journal articles. It saves me hours, but I'm

worried About the accuracy of the summaries Sometimes "Key Insight: Time-saving benefits but

concerns about reliability.

Student 3 (Junior, Philosophy):

Response: “AI feels like a double-edged sword It helps generate ideas, but I notice My critical

thinking skills haven't improved As much as they should”

Key Insight: AT enhances Productivity but may hinder skill development.

Student 4 (freshman, dentistry):

Response: "I think AI is amazing! I can get answers anytime I need them.

But honestly. I haven't been going to my professors as much anymore.?"

Key Insight: Accessibility is increased, but it reduces human interaction.

Response: Al helps automate repetitive tasks, Like data analysis. It gives me more time for

Actual problem solving. "Key Insight. Al frees Up time for creative and critical tasks.

Student 6 (sophomore, Business):

Response: “I use Al to brainstorm essay ideas. It's helpful, but I feel it's making my writing Style

a bit generic.’’ Key Insight: Enhances creativity but risks homogenization of output.

Student 7 (Senior, Business):

Response: “Al tools help me prepare For case studies and interviews. I don't know how I would

manage without them.’’ Key Insight: Essential for professional preparation.

Student 8 (Junior, Art):

Response: "Al is helpful for creating Drafts of designs or visual art concepts. It inspires me,

but I make sure my final Work is my own. "Key Insight: Useful for Inspiration but doesn't

replace originality.

Student 9 (Freshman, computer engineering.):

Response: "I think Al is cool, but sometimes it Gives answers that are wrong, or don t make

sense. I've learned to double-check everything." Key Insight: Students recognize the need to

validate Al outputs.

Student 10 (Graduate, Education):

Quickly. However, I worry that students might Use it to cut comers. Key Insight: Al benefits

Teaching. but it raises ethical concerns.