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Introducing artificial intelligence through classroom debates: a student-centric approach

Learning artificial intelligence (AI) demands students to grasp under- lying concepts and cultivate critical reasoning for real-world problem-solving. However, conventional unidirectional pedagogies often struggle to foster these aptitudes. This paper introduces an innovative approach, employing cla...

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Main Authors: Zulkarnain, Nur Zareen, Mansor, Majdina
格式: Proceeding Paper
語言:English
English
出版: Springer 2024
主題:
L Education (General)
LB1025 Teaching (principles and practices)
在線閱讀:http://irep.iium.edu.my/113411/1/113411_Introducing%20artificial%20intelligence.pdf
http://irep.iium.edu.my/113411/7/113411_Introducing%20artificial%20intelligence_SCOPUS.pdf
http://irep.iium.edu.my/113411/
https://link.springer.com/chapter/10.1007/978-981-97-4507-4_69
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spelling my.iium.irep.1134112025-03-05T06:42:25Z http://irep.iium.edu.my/113411/ Introducing artificial intelligence through classroom debates: a student-centric approach Zulkarnain, Nur Zareen Mansor, Majdina L Education (General) LB1025 Teaching (principles and practices) Learning artificial intelligence (AI) demands students to grasp under- lying concepts and cultivate critical reasoning for real-world problem-solving. However, conventional unidirectional pedagogies often struggle to foster these aptitudes. This paper introduces an innovative approach, employing classroom debates as an initial-week activity to familiarize students with AI concepts. Divided into supporting and opposing teams, students are tasked with finding points sub- stantiating their positions. Subsequently, a few students will be selected to engage in the debate, while the remaining act as citizen juries, responsible for voting on the winning team. By fostering an open, explorative atmosphere, this approach allows educators to gauge prior knowledge, nurture critical thinking, and ensure engaging sessions. The effectiveness of this approach was evaluated through a survey capturing student perceptions. The results revealed a positive response, with mean scores for each question ranging from 5.24 to 6.21. Nonetheless, the significant standard deviation across questions underscores varying opinions and view-points. Notably, the question with the highest mean and lowest standard devi- ation pertains to students’ preference for learning through this activity compared to traditional methods. Springer 2024-07-14 Proceeding Paper PeerReviewed application/pdf en http://irep.iium.edu.my/113411/1/113411_Introducing%20artificial%20intelligence.pdf application/pdf en http://irep.iium.edu.my/113411/7/113411_Introducing%20artificial%20intelligence_SCOPUS.pdf Zulkarnain, Nur Zareen and Mansor, Majdina (2024) Introducing artificial intelligence through classroom debates: a student-centric approach. In: International Conference on Advancing and Redesigning Education 2023 (ICARE'23), 21st - 22nd November 2023, Perak, Malaysia. https://link.springer.com/chapter/10.1007/978-981-97-4507-4_69 10.1007/978-981-97-4507-4_69
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
language English
English
topic L Education (General)
LB1025 Teaching (principles and practices)
spellingShingle L Education (General)
LB1025 Teaching (principles and practices)
Zulkarnain, Nur Zareen
Mansor, Majdina
Introducing artificial intelligence through classroom debates: a student-centric approach
description Learning artificial intelligence (AI) demands students to grasp under- lying concepts and cultivate critical reasoning for real-world problem-solving. However, conventional unidirectional pedagogies often struggle to foster these aptitudes. This paper introduces an innovative approach, employing classroom debates as an initial-week activity to familiarize students with AI concepts. Divided into supporting and opposing teams, students are tasked with finding points sub- stantiating their positions. Subsequently, a few students will be selected to engage in the debate, while the remaining act as citizen juries, responsible for voting on the winning team. By fostering an open, explorative atmosphere, this approach allows educators to gauge prior knowledge, nurture critical thinking, and ensure engaging sessions. The effectiveness of this approach was evaluated through a survey capturing student perceptions. The results revealed a positive response, with mean scores for each question ranging from 5.24 to 6.21. Nonetheless, the significant standard deviation across questions underscores varying opinions and view-points. Notably, the question with the highest mean and lowest standard devi- ation pertains to students’ preference for learning through this activity compared to traditional methods.
format Proceeding Paper
author Zulkarnain, Nur Zareen
Mansor, Majdina
author_facet Zulkarnain, Nur Zareen
Mansor, Majdina
author_sort Zulkarnain, Nur Zareen
title Introducing artificial intelligence through classroom debates: a student-centric approach
title_short Introducing artificial intelligence through classroom debates: a student-centric approach
title_full Introducing artificial intelligence through classroom debates: a student-centric approach
title_fullStr Introducing artificial intelligence through classroom debates: a student-centric approach
title_full_unstemmed Introducing artificial intelligence through classroom debates: a student-centric approach
title_sort introducing artificial intelligence through classroom debates: a student-centric approach
publisher Springer
publishDate 2024
url http://irep.iium.edu.my/113411/1/113411_Introducing%20artificial%20intelligence.pdf
http://irep.iium.edu.my/113411/7/113411_Introducing%20artificial%20intelligence_SCOPUS.pdf
http://irep.iium.edu.my/113411/
https://link.springer.com/chapter/10.1007/978-981-97-4507-4_69
_version_ 1827438564928913408
score 13.250246

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