Exploration of Deliver Process for Higher Education with the Application of Artificial Intelligence Tools
A. Parkavi *
Department of CSE, M S Ramaiah Institute of Technology, Karnataka, India.
A. Syed Mustafa
Department of Information Science and Engineering, HKBK College of Engineering, Bangalore, India.
S. G. Mangala Gowri
Department of CSE - AI DS Department, Sapthagiri NPS University, Bangalore, India.
*Author to whom correspondence should be addressed.
Abstract
Technological advancement is driving significant transformation within the higher-education sector, which is already experiencing considerable change. Rising demand for personalized adaptive, and industry-responsive learning, coupled with technological advancements, is increasing the availability and acceptance of predictive analytics tools to support curriculum design. In today’s rapidly evolving higher education landscape, integrating Artificial Intelligence (AI) offers both opportunities and challenges for course design and delivery. This study examines the impact of AI tools, particularly ChatGPT, on student engagement and performance. By analysing exam results and usage patterns, it identifies key trends to support the development of AI-driven educational strategies. A comprehensive data analysis approach, including statistical methods and visualisations, is used to explore the relationship between AI usage and demographic factors such as age, role, and gender. The results reveal notable differences in perceived impact and efficiency across these groups, emphasising the need for customised educational approaches. Overall, the study provides practical recommendations for educators and institutions to effectively leverage AI for improved learning outcomes and personalised education. This study also examines the impact of online education on higher education using data analysis and qualitative methods. It analyses student performance, playtime, sleep, and online interactions, revealing key correlations. Findings highlight benefits such as accessibility, flexibility, and convenience, while also noting challenges. Overall, online education supports lifelong learning and enhances higher education quality. Future research should further investigate longitudinal patterns and more nuanced socio-demographic determinants influencing students’ utilisation of technology. Overall, the visual and statistical analyses undertaken provide a strong empirical basis for informing educational technology strategies and contributing to the advancement of scholarship in the domain of technology-enhanced learning.
Keywords: Artificial intelligence in education, higher education systems, educational technology, personalised learning, automation effectiveness, teaching strategies