Artificial Intelligence: An Experiential Learning Tool to Acquire Knowledge and Enhance Creativity

Machine Learning and Applications: An International Journal (MLAIJ) Vol.11, No. 3, September 2024
DOI:10.5121/mlaij.2024.11302 13
ARTIFICIAL INTELLIGENCE: AN EXPERIENTIAL
LEARNING TOOL TO ACQUIRE KNOWLEDGE AND
ENHANCE CREATIVITY
Epilogue Jedishkem1
and Jesfaith Jedishkem2
1
Ngwane College, Eswatini
2
Freelance Artist Researcher, Eswatini
ABSTRACT
Higher education students are recognized for neglecting assigned readings hence, researchers explored
artificial intelligence (AI) as an instrument of motivation; in the quest to satisfy this demand, another
interference developed, English, a linguistic barrier. Multi-cultural disparities impede literacy, equally, AI
natural language processing (NLP) and prompts require fluency and command of English, which can be a
hindrance for the underprivileged. The research aimed to determine the potential of AI educational tools in
facilitating learning. Empirically, exploratory design was espoused to uncover the reasons behind college
students’ lack of interest in reading and identify factors that can motivate them. One hundred and sixty-two
first-year college students participated in the study, in November 2023. AI was specifically selected as a
motivational instrument. Findings show students expressed optimism regarding the integration of AI into
education, high-achieving students displayed confidence when interacting with AI, while those with lower
proficiency faced difficulties due to NLP obstacles.
KEYWORDS
Artificial intelligence, assigned reading, Higher education, language barrier, NLP
1. INTRODUCTION
Educational policies demand growth in quantity and quality for lifelong learning, and this
increase affects pedagogy. There is a need to rethink the teaching and learning approach to
achieve these aims. The 19th-century educational model does not measure up to the 21st
century
hence the need for education to be technology-driven to upgrade existing models. Education is a
major progressive element that drives diverse societal developments; therefore, its impacts are
continually assessed. For predetermined purposes, evaluations of students are focused on and not
limited to their participation, creativity, discipline, competency, etcetera. Thus, evaluating the
quantity of knowledge gained over time is the most important assignment for the educator.
Similarly, in assessing educators, students grade them based on knowledge of the subject matter,
delivery approach, student-educator interactive connectedness, impartiality, and empathy with
firmness. With these measuring standards, the education landscape is constantly evolving, as the
performance of educators and students is defined and based on multiple factors [1]. Given these
deviations, pedagogical models and instructions are modified to accelerate productive outcomes.
Such demands on education attracted the innovative invention of AI educational tools to augment
conventional pedagogical instances; changing pedagogical structures and educational resources
for equitable and holistic education. Equitable access to education, exposure to enhanced
computational systems, and the internet are basic universal human rights and no longer symbols
of status. According to Holmes and Tuomi [2], since the paleolithic age, one of the biggest
inventions receiving hot policy debates is AI, it is a fundamental cutting-edge educational tool

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that prepares students to be dynamic, smart, and ready for the current modern life. Judiciously
acknowledging principles that guarantee human rights, equality, inclusion, ethics, and credibility,
Borisov and Stoyanova [3] affirmed the usefulness of AI applications in education. AI transforms
learner experiences, gives immediate feedback, and ubiquitous access to advanced resources by
knowledgeably processing information for productive outcomes. Additionally, AI is used to
address the constraints of traditional educational systems. The current conventional educational
support structures are increasingly overwhelmed by the rise in student numbers and more varied
styles and needs coupled with equity and inclusion ethics. Learners in large class sizes often lack
personalized attention and customized instructions as readily available resources do not
accommodate individual learning gaps.
2. RELATED WORK
A compiled data of the past, existing, and future knowledge that gives credit to profound
collective writings within a contextual framework that considers information from dissertations,
academic papers, articles, research, academic sources, and identifies inconsistencies, presents a
thorough argumentative analysis is a related work. It may be published in journals on a singular
subject or unpublished but is put together by a literatus.
2.1. Global Acumens of Artificial Intelligence
The fourth industrial revolution generative AI, has emerged from fiction to reality, it is no longer
confined to the domain of obscure research or technological laboratories and exclusive tech
giants. But recently, its activities have gone beyond these and welcomed into homes, offices, and
institutions as engagement tools to drive the global economy agenda. AI has become more
powerfully disruptive, and with it as an enabler, machines are outsmarting and outperforming
earthlings in numerous ways beyond imagination. Its speed and depth have technologically
transformed the socio-economic development of many advanced countries with positive and
negative implications [4,5]. According to Crompton and Burke, the world is not new to artificial
intelligence, the term was invented when Turing described the existence of intelligent machines
in 1937 and 1950. This awe-inspiring madness was followed up by McCarthy in 1956 hence its
definition, advancements, and capabilities have grown bringing change [6]. Schiller International
University [4] and many scholars define AI as computer systems, and complex algorithmic
mathematical models that can perform complicated tasks that normally require human
intelligence to process large data, extract patterns, and improve systems/tasks. These enable the
machines to learn, transform, and improve over time to affect creations and invaluably boost
industries universally. Currently, as a game-changer, its activities go beyond these, it is inevitably
hyped and accepted into normalcy. These computing systems can engage like humans, they learn,
adapt, and self-correct. This has raised interdisciplinary interest from diverse scholars across the
orb in many fields, from neuroscience, psychology, linguistics, architecture, business,
engineering, health, education, et cetera. All these industrial bodies connect to AI’s perceptible
knowledge in their respective fields thereby challenging the definition of AI but limited to
enhanced computer systems within specific disciplines. This article focuses on AI in education.
Al-Zahrani and Alasmari stated that technologies factored into AI technologies include but are
not limited to, voice recognition, NLP, machine learning, and decision making, intelligent
tutoring systems, chatbots, adaptive learning platforms, automated grading systems, data analysis
tools [7]. AI can generate digital outputs in text, videos, images, music, and research codes [8].
The appropriate use of AI can unlock community knowledge in new ways to enhance life and
transform anything. In all fields, AI is not to replace humanity but to complement and enhance
human activities.

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2.2. Artificial Intelligence Impact on Education
Erenow, AI outshines any technological advancement, as modernity unfolds there is much to be
explored; its emergence has allured the world into many discourses. The potential of AI
application in education and the role of education in developing literacy has increased, the
increasing interest is easy to comprehend as innovation, learning, and knowledge creation are
acclaimed as the basis for the post-industrial economy. Though controversially vague,
transformative AI is automating educator tasks, and is effective in augmenting human cognition
in learning. As a focus of commercial interest, it is recommended that administrators and
educators have clear views about AI’s potential in education and adopt these ground-breaking
technologies into practice. Historically, Gardener’s theory and similar cognitive philosophies
have a connection with AI. Indefinitely, these models subtly control AI systems in education, its
building structures are influenced by these cognitive theories to effectively inform and educate
equitably. The central focus of learning is to develop problem-solving capacities that rest on the
availability of efficient knowledge structures in the human mind [2]. AI has the leading position
and propensity to highly enrich and enhance the teaching-learning experience, as it presents more
interactive opportunities for educators and learners. It goes far beyond conventional approaches to
teaching and learning. Its intended purpose is not to replace man but to complement and enhance
the task force as it has unlimited access to advanced up-to-date educational resources around the
clock. Chatbots and virtual assistants are learning companions ready to assimilate, respond,
provide, and support learners with precise data on any topic, offering real-time guidance on
updated knowledge. With adaptive learning, AI prepares students through personal learning
environments and tools that meet learner trajectories, tailored content, learning habits, and
competence. On collaborative platforms, AI fosters effective knowledge exchange among
learners. Similarly, AI offers objective, thorough, and comprehensive rapid responsive feedback;
it identifies errors and suggests improvements that accelerate learning. All these are positive
addons that creatively prepare and elevate learner confidence.
2.3. Implications of Artificial Intelligence in Education
Though AI accelerates sustainable development goal 4 (innovative teaching and learning
practices) to meet the 2030 education agenda, this rapid technological development inevitably
brings multiple risks and challenges. According to UNESCO, the education sector in many
countries is largely unprepared for the pedagogical and ethical integration of these rapidly
evolving digital tools [8]. Ación et al. and Schiller International University [4,9] opined that, with
all these AI igniting exciting opportunities AI offers education, some statements and questions
still matter, AI cannot be superior over humanity for iron and clay can never mix and even if they
do its longevity is questioned. People do not have to feel belittled by the advent of AI because
Earth cannot survive without humans. The presence of AI requires educators to professionally
develop, train, and reskill. AI is a revolting tool in revolting times to offer real-time, information,
and research, and enhance automating routines; giving ample time for educators to listen,
emotionally support, guide, nurture, and foster creativity and divergent critical thinking among
learners. According to Audrey Azoulay of UNESCO [8], like all digital tools, AI under the
umbrella of technology can be a tremendous opportunity for human development, it can also
cause prejudice and harm, worsening digital divide issues compounding on inclusiveness. She
continued to state that the primary interest of learners, cannot be integrated into education without
the necessary safeguards and regulations from governing bodies. In a global survey conducted by
UNESCO, due to the absence of national policies, over 450 schools and universities indicated less
than 10% had institutional policies and guidance concerning AI applications. Gabriela Ramos, an
assistant director-general of Social and Human Sciences, UNESCO added that though AI has its
unique mandate and affords many benefits that are currently shaping everyday life and the
technological world; without ethical systems in place, it exacerbates differential treatments that

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threaten human rights and independence [10,11]. Aside from UNESCO’s recommendations,
many institutions have likewise recommended and established principles to guard the holistic use
of AI in education. At the 18th
United Nations Internet Governance Forum in October 2023,
diverse scholars and educators gathered in Kyoto Japan. According to Elon University, they
established six holistic principles as a framework for action regarding the use of AI. First is to put
humanity at the center of work not technology, second is to promote digital inclusion within and
beyond institutions. Thirdly, digital literacy should be an essential core of education, preparing
learners to be proficient safely and ethically. As a multidisciplinary tool, learners must understand
the basic concepts of computer systems, machine learning, algorithms, data science, and
programming. Fourth, conventional approaches should augment AI tools to empower and
improve learning-teaching and emphasize human adaptability to these technologies besides
continuous reskilling. Thus, learning with technologies should be lifelong and pragmatic as AI
evolves. Lastly, AI research and development must be done responsibly considering ethical
standards, failsafe systems, and global administrative accountability [12]. As the world evolves
technologically, deprived countries are advised to catch up to meet the standards for sustainable
living. Hlophe and Dlamini [5] of Eswatini concur that the education system in most deprived
countries needs amendment to match up with the rest of the technologically fast-developed world.
In a multicultural world, linguistic diversity remains a barrier to education, in many countries [8],
the local lingo is a main barrier, however, AI NLP requires fluency in English, which is a major
hindrance for many deprived citizens. Instead of limiting AI to human connections through social
media, there is a need for soft skills acquisition and mindset-altering programs to change the
mindset of citizens to holistic tacit productiveness. The need to have command over English is
quintessential as NLP for most AI is English. AI interrupts many conventional approaches to
things because of its inevitable appetite to learn, the more it interacts with humans the more it
learns to become efficient. An enabler to think constantly about situations to enhance outcomes
that challenge intellect while ensuring less energy and effort.
2.4. Artificial Intelligence Driven Open-book Assessment in Education
University of Antwerp and Kumar [13,14] concur that educators play a pivotal role in bridging
adroit and knowledge gaps, current and updated instructors adopt practices that challenge and
encourage originality, critical thinking, and genuine learning. Modern-minded educators
deliberately move away from traditional teaching and learning paths and adopt new innovative
methods that leverage deep thinking, taking risks, and applying knowledge creatively for future
adaptability. Open-book reflects the realities of professional life where one is expected to analyze,
evaluate, and use resources creatively to accomplish set tasks effectively. Open-book assessment
is a complex task that allows students to process and assess unrestricted resourced information,
and then demonstrate conceptual understanding and interpretation by formulating reasonable
judgments within strict time frames. This method prepares students to perform in a stimulating
professional milieu and its principles are imperative as it can be applied to real-life scenarios in
the real world. AI is poised as a resourceful tool to adopt in an open-book assessment scenario to
facilitate and extend personalized learning. In the current AI age, open-book assessment is a
significant way of comprehending and acquiring knowledge in meaningful ways with rich and
vast variable resources. Bowden [15] emphasizes open-book assessment as a suitable approach to
testing and developing the high levels (analyzing and evaluating) of Bloom’s taxonomy. Tao [16]
concurred, that conversational AIs will soon be capable of answering conventional homework
questions with accuracy and it will be futile to fight against it. Therefore, educators are
encouraged to ask more challenging questions and adopt AI-driven open-book assessment modes
where students can fully access resources. This will both teach students course materials and how
to effectively use AI tools for future purposes. As widely observed, higher education students
often fail to read their assigned course materials, therefore, researchers specifically considered
blending open-book and AI as interesting motivational instruments to stimulate knowledge

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acquisition, creativity, and engagement. Based on these profound deductions, the research aims to
determine how AI educational tools can support learning in higher education.
3. EMPIRICAL METHOD
The exploratory research approach was suitable for the study since it systematically investigates
and clearly defines existing problems to be better understood. Saha and Swedberg [17,18]
correspondingly stated that exploratory research is often referential to grounded theory or
interpretative research, it shares insightful perspectives pertinent to gathering preliminary data,
identifies salient concepts, and formulates hypotheses for further comprehension. Swedberg
further stated that exploratory research is an important toolkit for the social scientist. It relies on
qualitative data but sometimes quantitative, its instrumentation for data gathering can be
interactively unstructured and considers interviews, observations, and open-ended questions to
probe and achieve exploratory goals. To an extent, exploratory research lays the foundation that
uncovers differential approaches for more detailed future research. By observation and the lack of
students’ class participation, it was concluded that students did not like reading course materials.
The open-book assessment was to determine how much students have gained. According to
Campbel et al., purposive sampling identifies cases that use limited resources effectively and are
most likely to yield appropriate and useful information [19]. Open-book is a way of gathering
holistic varied assessment data points, an enabler to help students find information. The test
questions were heterogeneously set to develop critical thinking skills. In a paperless era, mobile
devices are convenient digital storage for storing students’ educational resources. To broaden the
scope of learning and educational resources AI was another convenient tool sought for queries.
The study population involved 162 first-year college students in 5 heterogeneous demographic
groupings that range from 32 to 35 in each (cohort A- 33; cohort B – 35; cohort C - 34; cohort D
and E – 30 respectively). Data was garnered by academic achievement tests, observations,
unstructured interviews, and focus groups, which allowed more in-depth analysis of the student’s
experience with the AI.
4. RESULTS AND ANALYSIS
A simple fact remains, ubiquitously, educators cannot be available to their learners always to
expand concepts; nevertheless, with the increasing prevalence of AI educational tools, this
possibility can be achieved. To garner data, student academic achievement test time was used,
allowing a more in-depth analysis of students’ experiences with AI, the study involved 5
heterogeneous groups of first-year college students. In recent years, the use of AI as a
multidisciplinary tool with concomitant proliferation has attracted great interest in higher
education because of its affordances to faculty and students. AI rapidly ascended in all industries
in 2020 due to the COVID-19 pandemic and continues to manage many institutions post-COVID
times. AI in education modifies instruction to meet differential learning needs, develops
assessments, provides specific prompts, and predicts academic successes [6]. As part of the
semester requirements, college students are expected to be knowledgeable in creative artistic
terms and genres to be competent and ready for the teaching of expressive art in Eswatini primary
schools or employ artistic structures for creative and productive entrepreneurial outcomes or
projects. According to Psychology Today [20], creativity is the most inventive field that existed
before AI and will be to the age of time. It is no longer an artistic word but a multidisciplinary
term; it is the synergy that ignites innovative inventions. To be creative is to have capable abilities
of capturing ideas, and applying knowledge in novel and stimulating ways to have revolutionized
eureka moments. The collective flow of creativity connects differing ideas; paradigms shift from
traditional ways of brainstorming and inventiveness. A creative person can organize thoughts that
spark joy and foster resilience in creating grand inspiring works that confront difficult situations.

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As we know it, throughout history, creativity has unleashed intellectual and artistic geniuses.
Internationally, a major problem for learner creativity and knowledge acquisition is language as a
barrier. Multi-cultural differences are barriers to literacy, AI natural language processing and
prompts necessitate command over the English language, an academic challenge for the
underprivileged. Most students have limited knowledge of technical terms resulting in
unpreparedness, hindering understanding and creativity. Language as a barrier, affects the reading
confidence of the student. Drawing on these, the research seeks to discover how AI educational
tools can aid the deprived in acquiring knowledge and being creatively motivated. AI exacerbates
social inequalities, The “deprived” used in this context considers the digitally deprived, the
special needs learner, and those who have difficulty interacting with AI due to the language
barrier.
4.1. AI and Open-Book Rationale
Nerantzi and co-authors stated that to have novel insights, make connections, and discover ideas,
diverse options have to be weighed and explored [21]. Exploration is at the heart of education and
access to technology is not a question in higher education. In this digital age, technology is
everywhere; around campus, libraries, commons, and hallways. Textbooks and assigned course
materials are traded for laptops. Laptops are replaced or supplemented by portable notebooks,
netbooks, tablets, emerging AI smartphones, or alternative devices. The growth and expansive
explosion of technology are placing access in more hands. Artificial intelligence is currently a
vibrant field of study, reshaping the global landscape of quotidian life as a united nation-driven
initiative for good and efficient outcomes. AI is a transformative tool that offers creative and
deeper insights into workforce dynamics for positive advancements. In the outburst of digital
tools in educational technology, Jedishkem et al. stated that about 90 percent of college students
extensively use mobile technologies [22] with AI assistants as interactive communication tools.
Annku’s research has shown the value of mobile device adoption in education and the consistent
increase in wireless data within the walls of tertiary institutions. This makes it an easy target to
fall on [23]. Additionally, it was observed that most students were on their phones during
inperson lecture sessions, aside from responding to social media buzzes, some were on the
pretense of chatting but rather interacting with AI and gathering data on the taught course. Why
the pretense? Most advanced and proficient learners do not want to be tagged as ‘smart’ and
others would rather query AI under the pretense of not following content. According to UNICEF
[24], in many underdeveloped countries like Eswatini, there is poor relevance for school curricula
to labor markets, hence students are not motivated to study. Additionally, they lack the support
for school-to-employment transition, keeping many young people away from empowered
livelihoods and better futures. Eswatini has agriculture ingrained into its landscape, to date many
families are into indigenous farming. From focused group conversations, students disclosed that
attending school was a way of escaping from farming and house chores. With this mindset, less
value and effort are given to coursework and education. Students underestimate the importance of
education let alone reading, resulting in a disregard for textbooks and academic papers as sources
of information for knowledge and better livelihood, affecting concentration and participation in
class. Such misconceptions only hurt the students, and perpetuate unemployment, socioeconomic
and demographic divide issues. The utmost aim of AI tools in education is to lead learning in
precise knowledge areas. Usually, students learning gain is measured in percentage improvement
in pre-test and post-test experiments, given the pre-study level of knowledge.
Logically, assessment is a measure to indicate the success of a learning gain after the expected
curricular objectives are established. This is perhaps why it is a focus of the most well-known AI
educational adaptive systems [2]. Nonetheless, AI was adopted as a motivational tool for
openbook assessment because of its rapid response system, it relies on natural language
reasoning, understanding, and generation as a way of handling human language interpretation

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from multiple perspectives with limitations. Therefore, in changing patterns and improving the
approach to motivate and engage students to study and comprehend academic reading, AI
chatbots were introduced in an open-book readiness assessment as an incentive to prepare them
for closed-book end-of-semester examinations since technology has affected student
concentration, reading, and engaging patterns. According to Edutopia, open-book assessment
shifts the focus from committing to memory words without understanding and meaning to critical
thinking and application, this offers a more realistic reflection of real-world problem-solving [25].
The test questions were heterogeneous to make students think before answering; they were
rephrased and not directly as in the course materials given. Senkova et al. conventionally
identified two categories of tests, recognition-based and recall-based, with multiple-choice
questions representing the latter and essay and short-answer questions representing the former.
Senkova et al. added that assessments can be done with closed-book (students attempt to retrieve
information from memory) or open-book setups (allows students to retrieve data from related
works) [26]. The cognitive process of recalling stored data into consciousness ameliorates
learning and can facilitate future retrieval. Additionally, some scholars conclude that open-book
assessment is considered less effective than closed-book assessment in building knowledge.
According to Zeivots and Barak’s research, high alarming rates of college students neither like to
read nor study even though assigned reading materials are pivotal in knowledge enrichment and
prepare them for effective discourses concerning particular topics [27,28]. According to Northern
Illinois University [29], many students avoid reading, some of the reasons range from tediousness
to lack of time, boredom, family and constant life demands, overload of course work and
managing deadlines, social activities, not knowing exactly what or how to read, lack of
understanding complex or new vocabulary, not seeing the connection between required reading
and lecture material. Another disturbing finding highlights linguistic diversity as the “why”
students do not like reading [8]. Most students have limited knowledge of technical terms
resulting in unpreparedness, hindering understanding and usage. Language as a barrier affects the
reading confidence of the learner, when they open the books all they see is gibberish and some
are lost on what to query on search engines. Barak rightly stated text is in to stay for the next
decades, and not going anywhere. In an era of surged information that is constantly growing, the
new reality is that those who refuse to read and learn lag behind. Although literacy impedes
learning, it is an indispensable component that bridges the skill gap for a successful academic
journey to a working destination. In 2022, the World Economic Forum estimated over 50% of
employees required re-skilling to meet current industrial demands or face compulsory
retirements.
4.2. Students Assessment Outcomes
As aforementioned, college students were expected to be knowledgeable in creative artistic terms
and genres to be competent and ready for the teaching of expressive art at the primary level or
employ artistic principles to guide productive entrepreneurial ventures. As observed in many
nations, art is woven into the curriculum to foster creative expressions by using a wide range of
resources; students are guided to use their imaginations to create aesthetically pleasing works in
paper, sisal, jewelry, wood, grass, fabric, etcetera. These practical works are coupled with theory
and then assessed for a final mark [30]. Per the Imperial College of London’s [31] deductions,
understanding the assessment criteria in the early year of higher education is important to excel,
any mark over 50 percentile (50-70%) under the traditional grading system is a decent grade. A
mark higher than that means students are beginning to understand, and getting a mark over the 60
percentile is excellent because students have developed a deep knowledge of the subject. They
further stated that though it rarely happens, it is unlikely for tertiary students’ marks to range from
90-100%. Planning before answering any question is a sensible option, marks are given to display
a level of comprehension and mastery, but the best marks go to proficient students who have read

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wide around a subject, reasoned and deduced critical analyses. Low marks are given to pieces of
work that have irrelevant details. Students’ outcomes were measured with an evaluation scale, a
5-scale range of competency; there is the advanced, proficient, average, basic, and below basic as
shown in Table 1 below. The advanced (4%) are those who might have been conversant with
course material therefore knowing where to identify answers with deduced critical analysis. Also,
they are likely to have command over effective interaction and communication with AI. Twenty-
six percent were proficient, 41% were averagely equipped, 20% had basic knowledge and skill
and 9% had irrelevant details and therefore below the basic mark; they are likely to be “the
deprived” due to digital divide issues or having challenges to comprehend content or interact with
AI primarily because of NLP obstacles. Those in the basic and below basic range (29%) might
have had difficulty retrieving information. The likelihood of remembering depends on intrinsic
and extrinsic factors and the strength of storage ability and retrieval strength [31]. Analyzing
Figure 1 below from an overall average standpoint, based on the traditional grading system, a
little more than 70% of students’ assessment outcomes were favorable, indicating an optimistic
turnout. Akinwalere and Ivanov [32], highlight AI as a tool to add value to the quality of learning
by increasing access and retention. Considerably, Cohort B is head and shoulder above all the
cohorts and more efficient in reading assigned course materials as they did not interact with AI
but had limited open-book time. Cohort C had the highest advanced marks, and Cohort E had the
highest below the basic mark, followed by A. Cohort C had more proficient interactions, followed
by A and D However, cohorts C and D had none in the below basic range.
Table 1. AI influence on learner outcomes.
Scale Cohort A Cohort B Cohort C Cohort D Cohort E
Advanced - - 5 1 -
Proficient 9 11 15 4 3
Average 12 14 13 15 12
Basic 8 7 1 10 8
Below Basic 4 3 - - 7
4.3. Learner Experiences and Challenges
Students are susceptible to academic misconduct and it is increasingly evident that personal
affordable assistants are hidden away in their bags, pockets, and obscure places. Some violate
rules and sheepishly interact with AI in an attempt to gain. To take advantage of the inevitable
situation and promote a practical positive attitude, students were allotted 15 to 30 minutes of tech
time to interact with conversational AI. The presence of AI, controlled independent study, less
supervision, and absolute silence as they interacted to source out solutions to questions; this
method alleviated the intense distress connected with orthodox assessment approaches. All
students had an optimistic response to the approach of having AI in the conventional setting while
technologically navigating to find answers with ease and confidence affirming Borisov and
Stoyanova's conclusion that students want AI in education [3]. In higher education, technology is
explored to create a personal learning experience for productive outcomes [32]. At first, some
students were unconvinced since most lecturers did not accommodate such technological
affordances and advised the exposure to stay within the moment. According to Holmes and
Tuomi [2], for some educators, the current educational space still mirrors the setting of a hundred
years ago. Though flaws are identified, the one-size-fits-all ideology remains knowing learners
have different paths for learning, it is an expensive truth and cannot be scaled to deprived
countries with a reasonable learner-educator ratio in mind. AI can fix these flaws, transforming
education as it has significantly taken over education and educational resources. It can reduce
basic costs so that many citizens can have equal education, liberating content and top educators

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from the confines of elite institutions, and helping all to be aware of their potential in the age of
AI. Symbiotic to flexible education models that can be accessible to all, improving education
standards. Soriano identified discrepancies in AI tools, their level of enlightenment is not the
same, traditional chatbots had constraints and proposed rules for responding within their
knowledge base but the current conversational AI chatbots are designed to be objective and
relevantly respond naturally. They rely on a combination of NLP to make sense of the diverse
questions and commands the user inputs [33]. Students interacted with varied chatbots, on
average, students had at least two or more chatbots to assist in their studies. Some noted ones
were Pi, WhatsApp assistant, Chat GPT, Personal AI, Ask AI, Nova, AI Chat, AI grammar et
cetera. The maximum identified was 7 AI assistants on one phone and such students had
remarkable outputs. Nonetheless, ISO annual Meeting reports concur withstudents’ deductions,
identifying AI’s limitation gaps, and AI’s inability to answer multiple questions, some students
believe it restricts the scope of learning as it does not give definite answers. AI has limited
contextual understanding and memory; words have many meanings hence lexical ambiguity is
expected [34]. Natural language processing is gradually taking over most modern digital
technologies effectively. It is an amalgamation of linguistics and computer science that enables
computerized systems to understand and respond to natural language conversations, through text
or voice recognitions. English remains the widely spoken language internationally, to avoid
sidelining, they all acknowledged the need to have command over English, as NLP for most AI is
English-driven. They were made to understand that if AI has an inevitable appetite to upgrade,
enabling it to think constantly around situations to enhance outcomes that challenge the intellect
so, humans have to reskill and professionally develop to bridge gaps. This also suggests universal
models that can transfer learning into other languages to reach a multi-cultural audience. Due to
digital divide issues, some did not have access hence they had to share with others to prevent
copying. The advent of AI in education requires educators to be current in modifying content,
they must learn not to stop professionally developing and learn to be creative in instructional
delivery and creating assessments that demand critical thinking. Besides, the increasing trends of
the growing amount of information challenges educators to evaluate qualitative data competently.
Natural language processing provides a means to diagnose problems and recommend simplified
and accelerated discovery of what lies within the data as observed by Zhai et al. [35].
5. CONCLUSIONS
Assessment should not be viewed as a competitive metric; its primary goal is to make sure
students are competent to make it to the next level. There is great potential in exploring AI-driven
open-book assessment approaches; as it has massive resources at the disposal of the learner to
maximize educational achievements. Participants acknowledged the immeasurable value of AI in
enriching the pedagogical experience, improving resource accessibility, and fostering innovation
within the walls of higher education institutions. Their enthusiasm extended particularly to AI
educational service tools, like conversational chatbots. Aligning AI goals with educational
objectives, exposure, and experience, and effectively addressing associated challenges were
identified as crucial determinants in shaping students’ perspectives. For lifelong learning, students
are advised not to seek prime information from AI. Students must hone their communication
skills by taking proactive responsible approaches to master their reading and probing skills as
they correlate with overall academic success. To encourage reading, students have to learn to
accept the assistance AI offers in reading and pronouncing words correctly. Students must learn
how to use graphic organizers manually and digitally to recapitulate content, create reading
response journals, and form reading study groups to model best practices for a successful learning
experience. Integrating AI into higher education can produce a profound ripple effect, not only
will students have access to educational materials, but prospectively have round-the-clock
assistance in their studies. Educators can advise students to consult AI for support due to the high
enrollment levels, conserving time and energy. For more productive outcomes, all stakeholders in

22
higher education must unlock AI’s potential benefits by possessing fundamental AI literacy to
interact effectively with conversational AI. Ethics, regulations, and principles such as the
following must be in place, prioritize humans as the central core of work not technology, to
promote digital inclusion within and beyond education. Learning about technologies must be an
experiential lifelong learning process because AI evolves. As a multidisciplinary tool, students
must understand basic computer systems and machine learning. Digital literacy should be an
indispensable education core, preparing learners to be proficient. AI is supposed to augment
conventional pedagogic approaches, therefore, the need for human adaptability and skill
development is a continuous demand.
ACKNOWLEDGMENTS
Warm appreciation to the participants who made the study plausible.
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AUTHORS
Epilogue Jedishkem is an art educationist and researcher, her working domains cover communication
design, multimedia, and technology in education. She investigates, conceptualizes, and explores concepts
related to quotidian life and creativity and designs effective visual communications with the elements and
principles as core builders of a creative piece.
JesfaithJedishkem holds an MFA in Painting and Sculpture. As a professional fine artist, he illustrates,
paints, and designs natural/digital collages, and interior or exterior walls. He also has a 5-year Cambridge-
accredited teaching experience in Art and Design (K-12). His research interest covers art and education.

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