Speaker
Description
In the ever-evolving landscape of education, the integration of digital learning environment and Artificial Intelligence (AI) tools has reformed traditional teaching methods. The introduction of AI-powered educational technology, Wooclap in higher education requires educators to be able to optimize their use to improve student engagement in the learning process during in-person classes. The objective of this study is to examine and compare the effectiveness of concurrent use of Wooclap in promoting different aspects of student engagement among Business pathway students in both Edinburgh and Malaysia campuses.
This study employs qualitative research which involves thirteen (13) participants from both campuses in a focus group interview to understand the inner experience and insights from the students’ viewpoints of the utilisation of Wooclap. The format of semi-structured questionnaire wase based on the three-dimensional approach of student engagement aspects which consist of cognitive, affective/emotional, and behavioural engagement. Thematic analysis was adopted to identify patterns, themes, and insights from the qualitative data.
The findings of this study provide a deeper understanding of the lived experiences of Business Pathway students on different aspects of student engagement by using Wooclap.. These insightful input from the students created a meaningful dialogue between the academic staff and the students and inform educators, administrators, and policymakers about the nuanced impact of AI on student engagement experiences among students in different campuses. This contributes to the literature which will lead to a better understanding among educators in order to provide more personalized or differentiated support or feedback to students in a diversified context.
Keywords: Artificial Intelligence, student engagement, personalized
