Abstract
This study explored the themes and sentiments of online learners regarding the use of Generative Artificial Intelligence (AI) or “generative AI” technology in higher education. English-language tweets were subjected to topic modelling and sentiment analysis. Three prevalent themes were identified and discussed: curriculum development opportunities, lifelong learning prospects, and challenges associated with generative AI use. The results also indicated a range of topics and emotions toward generative AI in education, which were predominantly positive but also varied across male and female users. The findings provide insights for educators, policymakers, and researchers on the opportunities and challenges associated with the integration of generative AI in educational settings. This includes the importance of identifying AI-supported learning and teaching practices that align with gender-specific preferences to offer a more inclusive and tailored approach to learning.
| Original language | English |
|---|---|
| Pages (from-to) | (In-Press) |
| Journal | Journal of Applied Research in Higher Education |
| Volume | (In-Press) |
| Early online date | 23 Sept 2024 |
| DOIs | |
| Publication status | E-pub ahead of print - 23 Sept 2024 |
Bibliographical note
This document is the author’s post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.Keywords
- Gender
- Higher Education
- AI
- Generative AI
- Social Network Analysis