Effect of Artificial Intelligence Tools Usage on Students' Classroom Performance among Undergraduate Students: An Experimental Study

Abstract

Artificial intelligence (AI) tools usage and classroom performance have shown a positive relationship in the present time. Despite recent history, AI has an increasing relationship with the classroom performance of students.  This experimental study aims to explore the effect of artificial intelligence (AI) tools usage on students’ classroom performance among undergraduate level students in the Health and Physical Education (HPE) program. A sample of 24 first-semester students was selected using a convenience sampling technique. The experimental group received AI instruction tools with the help of ChatGPT, and the control group received traditional pedagogical instruction.  Pre- and post-tests, along with MCQs MCQ-based questionnaire, were administered to assess performance, knowledge retention, critical thinking, motivation, and engagement of the understudies with the help of AI tools. This pretest-posttest design was employed to evaluate both the frequency of AI tool usage and the comparison of academic performance before and after a two-week AI-integrated instructional intervention. The study used quantitative measures and applied descriptive statistical tests, paired sample t-tests to determine significance. Result analysis has shown a significant improvement in both groups, by favoring the experimental group in terms of classroom performance and knowledge retention. Results indicated a notable improvement in both AI tool usage, student performance and comparison of academic performance, suggesting a positive impact of AI-based educational technologies. However, the study’s time series experimental design, short follow-up period and limited time represent limitations. To make research better, the effect of AI tools usage is related to long-term experimentation and exploring how different demographics can benefit from these interventions.