Conference paper
Practical Strategies for Integrating GenAI in the Classroom: Impact on Student Learning and Perception
Proceedings of the 36th Australasian Association For Engineering Education Annual Conference, pp.1-9
Australasian Association for Engineering Education (AAEE) Annual Conference, 36th (Brisbane, Australia, 07-Dec-2025–10-Dec-2025)
Australasian Association For Engineering Education
2025
Abstract
CONTEXT
Generative Artificial Intelligence (GenAI) is here to stay in the higher education sector. The implementation of GenAI tools in engineering education courses is happening at all institutions across the world. Research into the impact of GenAI on students’ learning and their perception is of critical interest in contemporary higher education. With new technologies and GenAI capabilities evolving so fast, a group of researchers at six different universities investigated the benefits, pitfalls and misconceptions of the use of GenAI from a students' perspective.
PURPOSE OR GOAL
The research questions this research seeks to address are:
1. What is students’ perception of benefits and pitfalls on the use of GenAI prior to completing the GenAI teaching and learning activity?
2. How can students’ experiences of GenAI teaching and learning (T&L) activities be interpreted through Laurillard’s Conversational Framework (LCF) to understand changes in their perceptions?
3. What insights emerge from students’ qualitative feedback after participating in GenAI-integrated activities, and how do these reflections inform teaching practice and future integration of GenAI?
APPROACH OR METHODOLOGY/METHODS
GenAI was implemented into six different courses (and associated assessment tasks) at five universities in Australia. The courses are predominantly discipline specific courses in engineering but vary in year level. Surveys were conducted with students of various discipline and year level for their feedback and perception on the use of GenAI. All have completed GenAI T&L activity.
ACTUAL OR ANTICIPATED OUTCOMES
Results show that students generally have a positive experience on the use of GenAI as an in-class teaching and learning activity. Students used a variety of GenAI tool/s depending on the institution, learning activity and personal preferences. Students noted that scaffolded activities or structured inquiries using GenAI increased their confidence in understanding positive uses for GenAI. While there were differing views on how GenAI could be used in creative tasks. Finally, they identified ways GenAI learning experiences could translate into current or future professional practice.
CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Adapting to the disruption of higher education by GenAI is an ongoing issue. Understanding student perceptions of the benefits and pitfalls of GenAI allows teachers to improve instruction in constructive uses of GenAI and in countering misconceptions. What is agreed overall, is that the integration of GenAI into higher education is seen by students and teachers as essential tools to prepare students for the workforce of tomorrow. The study will be useful for educators looking for insights into student understandings on the place of GenAI in higher education.
Details
- Title
- Practical Strategies for Integrating GenAI in the Classroom: Impact on Student Learning and Perception
- Authors
- Sarah Grundy (Corresponding Author) - UNSW SydneyMarina Belkina - UNSW SydneyHua Chai - UNSW SydneySasha Nikolic - University of WollongongSarah Lyden - University of TasmaniaRezwanul Haque - University of the Sunshine Coast, Queensland, School of Science, Technology and EngineeringPeter Neal - UNSW AustraliaScott Arthur Daniel - University of Technology SydneyGhulam Mubashar Hassan - The University of Western Australia
- Publication details
- Proceedings of the 36th Australasian Association For Engineering Education Annual Conference, pp.1-9
- Conference details
- Australasian Association for Engineering Education (AAEE) Annual Conference, 36th (Brisbane, Australia, 07-Dec-2025–10-Dec-2025)
- Publisher
- Australasian Association For Engineering Education
- Date published
- 2025
- Copyright note
- Copyright © 2025 Sarah Grundy, Marina Belkina, Hua Chai, Sasha Nikolic, Sarah Lyden, Rezwanul Haque, Peter Neal, Scott Dainel, Ghulam Mubashar Hassan: The authors assign to the Australasian Association for Engineering Education (AAEE) and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to AAEE to publish this document in full on the World Wide Web (prime sites and mirrors), on Memory Sticks, and in printed form within the AAEE 2025 proceedings. Any other usage is prohibited without the express permission of the authors.
- Grant note
- This work was supported by the 2023 Australian Council of Engineering Deans (ACED) and the Australasian Association for Engineering Education (AAEE) Grant.
- Organisation Unit
- School of Science, Technology and Engineering
- Language
- English
- Record Identifier
- 991188344602621
- Output Type
- Conference paper
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