Lessons Learned from a Semester Exploring AI

In a journey reminiscent of Bilbo Baggins, the unassuming hobbit who ventured beyond the familiar comforts of the Shire, this column chronicles a semester-long expedition into the realm of generative artificial intelligence within the mathematical landscape of a calculus class. Each week, my students and I explored the intricacies of Large Language Models, prompt engineering, and the ethics of AI. Guided by both curiosity and structured inquiry, we sought to uncover the role AI could play in their academic and forthcoming professional lives. Herein lies the tale of our discoveries and transformations, marked by significant revelations and shifts in perspective, just as profound as any that changed Bilbo forever.

My companions on the journey

As we embarked on this educational adventure, my classroom transformed into a fellowship of 21 scholars, primarily first and second-year students from various fields including Economics, Computer Science, and Financial Economics. Much like Bilbo's eclectic band of dwarves, each brought their unique perspective to our explorations of generative AI. To measure the shifts in understanding and attitudes wrought by our journey, I conducted pre- and post-course surveys. These surveys charted the significant changes in their perceptions, mirroring the transformative experiences of our unexpected hero, Bilbo, as he journeyed through Middle-earth.

Understanding of Artificial Intelligence

How would you rate your understanding of Artificial Intelligence (AI)?

Initially, the majority of students (59.3%) rated their understanding as "Moderate," with others expressing less confidence. By the end of the course, a dramatic shift occurred: 52.4% rated their understanding as "Good" and 14.3% as "Excellent." This substantial enhancement in comprehension and confidence in AI concepts signifies the profound impact of our weekly explorations.

Confidence in using AI tools

How familiar are you with operating AI tools to assist in improving your written explanations in homework assignments?

At the course's outset, 51.9% of students reported being "Somewhat familiar" with AI tools, a figure that increased significantly post-course. A notable 61.9% reported increased familiarity, and 23.8% felt "Very familiar" with using AI tools, reflecting the course's effectiveness in enhancing practical understanding. As one student noted, “I want to be proactive about this technology as it is constantly growing and evolving and so I want to be able to keep up with the pack and this technology rather than being naive about the situation.”

Views on AI's impact on education

Do you agree or disagree with the following statement?

Using AI in coursework undermines the value of a college education.

Initially, skepticism about AI's benefits in education was evident, with only a minority (22.2%) disagreeing that AI undermines educational value. By the course end, 57.1% disagreed with this notion, indicating a clear shift towards recognizing AI's positive contributions. This change is exemplified by the remarks of one student, who shared their personal plan to integrate AI into their academic pursuits: “I will be using AI a lot in my Data Analytics courses and I will try to learn more and more about coding using AI. Moreover, I will also use AI to help in presentations and as a whole in exploring general information as AI has information about everything on one platform.”

Perception of AI's Role in their future careers

Do you agree or disagree with the following statement?

AI is likely to play an important role in my career.

While the majority of the initial responses for this question were agree or strongly agree, one third of the class responded in the strongly disagree to neither range. By the end of the course, just two students responded with neither, while the rest shifted to agree or strongly agree. One student commented, “I am definitely going to continue to explore and use AI technology after this course. As previously mentioned, I am a CS major that has a lot of interest in AI and I am hoping to make it an integral part of my career in the future. This course showed me that this is not only possible in the Computer Science field but also in other disciplines.” This suggests that practical exposure to AI technologies may be effective in helping students recognize the potential impact of AI on their professional futures.

Student Voices: Personal reflections on AI's impact

Reflecting on the practical applications and ethical considerations of AI, students shared insights that revealed the depth of their learning experience. One student noted, "I have used AI in my writing classes with an effective prompt that makes the generated work more accurate. Moreover, I have also used AI to evaluate my work while keeping to the grading rubric." Another remarked on the ethical dimensions, "Thanks to various speakers who attended our class and a presentation in Higley, I am now more careful while using AI." These firsthand accounts demonstrate the growing influence of AI on students' critical thinking and ethical reasoning.

Useful components of the course

What aspect of the course most significantly changed your understanding or opinion of AI?

Considering integrating AI components into your curriculum? The aspects of the course that resonated most with my students included guest speakers, interactive projects, and educational integration. Guest lectures by industry experts and alumni, coupled with discussions on the ethical use of AI, greatly enriched their understanding. Interactive projects, complemented by initial readings on AI's basic functions, significantly broadened their perspective on AI’s capabilities and limitations. These diverse instructional methods not only deepened their practical insights into AI but also demonstrated its potential impacts on their future careers and broader societal contributions.

Lessons learned

Overall, the surveys revealed substantial shifts in students' understanding and attitudes towards generative AI. Initially, many students had only a moderate grasp of AI concepts, with some holding reservations about its benefits in education. However, as the semester progressed, there was a significant enhancement in their comprehension, with the majority acknowledging improved familiarity with AI tools and expressing more positive views on AI's role in education and their future careers. The skepticism about AI undermining educational value diminished notably, with a majority recognizing its potential to enrich learning experiences and career opportunities. These findings not only highlight the effectiveness of the course in altering perceptions but also underscore the importance of hands-on, interactive learning experiences in shaping students’ views and preparedness for the evolving technological landscape.

Some closing thoughts

As we stand at the threshold of a new era in education, the lessons from our journey through the land of AI are clear. Like Bilbo, who returned to the Shire richer in wisdom and courage, we too emerge from this academic adventure with a renewed vision for AI's role in education. I encourage you to weave AI into your curricula, not only to enhance learning but to prepare students for a future where AI is not just a tool, but a useful ally. Together, let us explore these new horizons, ensuring that our students are as prepared to navigate the complexities of AI as they are the challenges of their chosen fields. This is not the end of a journey, but the beginning of a profound transformation in how we teach, learn, and think about the possibilities that AI brings to education.

Lew Ludwig is a professor of mathematics and the Director of the Center for Learning and Teaching at Denison University. An active member of the MAA, he recently served on the project team for the MAA Instructional Practices Guide and was the creator and senior editor of the MAA’s former Teaching Tidbits blog.