TASK SHEET:

Group Lab Report (40%)

Student Declaration of Academic Integrity

PLAGIARISM AND COPYING ARE STRICTLY PROHIBITED AND

CONSIDERED A SERIOUS OFFENCE. THE FACULTY HAS THE FULL
RIGHTS TO TAKE DISCIPLINARY ACTIONS AGAINST ANY STUDENT
WHO PLAGIARISE OR COPY THE WORK OF OTHERS. AN
ACCEPTABLE ‘TURN IT IN’ REPORT MUST BE INCLUDED AS
APPENDIX FOR ALL SUBMITTED ASSIGNMENTS. THE TOTAL
PERCENTAGE IN THE REPORT SHOULD LESS THAN 25% and EACH
INDIVIDUAL ITEM IN THE REPORT SHOULD LESS THAN 3%. Your
assignment will NOT BE GRADED IF IT DOES NOT MEET THE ABOVE
THRESHOLD.
The Faculty reserves the right to use any means to identify plagiarism and copying. If
you reference the work of other authors, you must ensure that you properly reference
them to avoid the charge of plagiarism. Copying the work of others (current students,
past students, or the works of others) automatically earn you a Fail grade. If two or more
students copied from each other, both students (regardless of who copies from whom)
will earn a Fail grade.

Student’s Declaration:
I/We declare that:
▪ We understand what is meant by instructions and plagiarism.
▪ This assignment is all our own work and we have acknowledged
any use of the published or unpublished works of other people.
▪ We hold a copy of this assessment which we can produce if the
original is lost or damaged

(By signing this declaration, you are agreeing to the conditions above)

Instructor’s Name: Chiew Han Liow

Subject code: STA 3206 Submission Date: 13/11/2024

Student ID Number: Name:JABIR ABDULLA JABIR J.A.Jabir
ID:124025574
Name: Jaiyanesh A/L Selvakkumar jaiya
Name: Signature
Name: Signature

1
 Marks: Grade: Comments:

Rubric
Traits Performance levels Score

Novice Average Good Competent Excellent (%)

(1 2 3 4) (5 6 7 8) (9 10 11 12) (13 14 15 16) (17 18 19 20)

1 Knowledge and Identification Superficial Considered Some depth of Comprehensive

Understanding and attempted understanding knowledge and knowledge and knowledge, in-
application of and partial understanding understanding depth
one or more application of and competent and focused understanding
basic some basic application of application ofand focused
statistical statistical statistical a variety of application of
concepts, concepts, concepts, statistical complex
principles, principles, principles, concepts, statistical
models or models and models and principles, concepts,
skills skills skills models and principles,
skills models and
skills
2 Analysis and Emerging Basic Considered Well- Astute and
Evaluation awareness of consideration analysis and considered logical analysis
one or more and evaluation of analysis and and evaluation
issues or description of issues and evaluation of of issues and
events (past one or more events (past issues and events (past
and current) issues and/or and current), events (past and current)
with limited events (past using and current) using statistical
use of skills of and current) statistical using models and the
statistical using some models and the statistical skills of
inquiry skills of skills of models and the statistical
statistical statistical skills of inquiry
inquiry inquiry statistical
inquiry
3 Diagrams No diagrams Diagrams Most of the Good Excellent
illustrated with diagrams are illustration and illustration and
minimum illustrated labelling labelling
effectiveness correctly but
with some
mistakes
4 Referencing & Uses personal Includes few Includes Incorporate Uses reference

2
 Citation experience, references or several some reference from literature,
but no supporting references or from literature readings or
references nor experience but supporting and personal personal
citation to no citation experience experience experience
readings or with few with some with several
research citation citation citation to
support
comment
5 Presentation The presenter The presenter The presenter The presenter The presenter
has presented has presented has presented has presented has presented
his/her his/her his/her his/her his/her analysis
analysis and analysis and analysis and analysis and and findings in
findings in a findings in a findings in a findings in a a clear,
poor and basic manner clear manner clear and engaging and
unengaging engaging shows a full
manner manner understanding
of the topic

3
IMPACT OF AI IN LEARNING OUTCOMES AMONG UNIVERSITY STUDENTS

INTRODUCTION

Artificial Intelligence (AI) tools such as ChatGPT, Gamma AI and various Copilot systems
are rapidly changing the nature of education. The new tools offer many opportunities for
personalized learning and assistance with complex problems which make learning more
interactive and easier to navigate through. Students now have access to AI which can help
them with writing, coding, making presentations and solving various other problems related
to their studies just with instructions.

In this study, we examine the impact of these AI tools on students' learning and academic
performance. The dataset includes University students who regularly use AI tools like
ChatGPT, Copilot systems for their learning and assignments completion. Data collected
includes usage of these tools, academic performance metric (tests scores with help of AI
tools),Assignment completion time. Test/Assignment error rate and self-reported
Productivity. By analysing this data, we aim to understand how AI when incorporated into
daily study practices affects learning outcomes.

We aim to better understand the role AI is playing in modern education and whether it is truly
living up to the promise of improving academic success for all students or it is leading to
students’ demise.

STATEMENT OF THE PROBLEM

There is increasing interest in how AI-driven tools like ChatGPT, Gamma AI and Copilot
systems impact university students' learning outcomes, due to their quick adoption in the
educational setting. Although these AI tools offer real-time academic support, improved
productivity and personalized learning experiences it is unclear how these tools are affecting
the students right now in real time and also how they will affect traditional learning metrics
like exam scores, assignment completion and time management in the long run hence the
purpose of this research is to determine whether the use of AI tools is actually enhancing
student learning, shortening the time it takes for assignments to be completed and facilitating
comprehension of difficult subjects or if it is actually making students less capable of critical
thinking creativity and in-depth comprehension. Furthermore, the research will investigate
the benefits and drawbacks of artificial intelligence (AI) in education as well as the degree to
which AI-driven academic assistance impacts students' time management and study practices.
This study aims to shed light on the role AI is playing in contemporary education and assist
educators and students in adjusting to this technological revolution by combining quantitative
measurements with students’ feedback.

4
RESEARCH QUESTIONS

1. Is there a significant difference in the academic performance of students who

frequently use AI tools compared to those who rarely use them?
2. Is there a relationship between the use of AI tools and students' time management
when completing academic tasks ?
3. How often do students encounter challenges or difficulties using AI tools for
academic purposes?
4. How effective are AI-based tutoring systems in enhancing students' cumulative
GPA ?
5. Is there a difference in AI tool preferences between students from different academic
disciplines?
6. How do students perceive the long-term impact of AI tools on their independent
learning and academic success?

METHODOLOGY

This study will employ a mixed-method survey approach to assess the impact of AI on
learning outcomes among university students. The primary tool for data collection will be a
self-prepared questionnaire, specifically designed to address key research questions and test
the hypothesis. The target sample will consist of at least 70 randomly selected students from
INTI-IU, representing various academic disciplines and levels of study.

Before the data collection, a pilot test of the questionnaire will be conducted with a small
group of students to ensure clarity and relevance. Based on the feedback, necessary
adjustments will be made to improve the survey’s effectiveness.

In addition to the questionnaire, we will conduct semi-structured interviews with a subset of

participants to gain deeper insights into their experiences and perceptions of AI in their
learning process. These interviews will provide qualitative data to complement the
quantitative survey results.

Data collected will be analysed using statistical methods to identify trends, correlations, and
significant impacts of AI on learning outcomes. Qualitative data from interviews will be
transcribed and thematically analysed to capture nuanced perspectives.

5
1.0 INTRODUCTION

With the rapid advancements in Artificial Intelligence (AI), the educational landscape has
been transformed significantly. AI-powered tools, such as tutoring systems, chatbots,
Automated grading software, which are frequently used by university students to enhance
their academic experience. These technologies offer personalized learning experience, instant
feedback, a large range of learning resources, boosting academic performance. However, the
extent to which these tools impact on students’ learning outcomes, time management, Grade
performance across different disciplines remains an area of active research.

While AI has the ability to enhance the potential to enhance educational experience it also
raises questions about dependency and whether AI tools contribute to decline of learning.
This report provides valuable insights into how these technologies shape the students success
or failure by analysing data collected from a questionnaire distributed to university students
to assess the influence of AI tools on their academic performance, time management and
overall learning performance.

1.2 OBJECTIVES / RESEARCH QUESTIONS

1. To examine the impact of AI tool usage on academic performance.

2. To explore the relationship between AI tool usage and student’s time management.
3. To identify the challenges faced by students when using AI tools.
4. To evaluate the effectiveness of AI-based tutoring systems in improving student’s
academic outcomes.
5. To analyse AI tool preferences across different academic disciplines.
6. To understand student perceptions of AI’s long-term impact on independent
learning.

6
1.3 LIMITATIONS

Throughout the research several challenges were encountered that largely affected the
research and these limitations are:

I. Limited Access to Data

A lot of students were reluctant to answer the questionnaire that hindered getting good data.
The data given by the students is also questionable on how accurate it is.

II. Low response rate

The response rate was lower than anticipated which means that the sample may not fully
represent the student’s population. A higher response rate could have provided a more
accurate picture of AI’s impact on students.

III. Confounding Variables

Variables like academic performance are also influenced by students’ individual motivation,
study habits, teaching methods and course difficulty making it difficult to isolate the specific
impact of AI on these outcomes.

IV. Pressure to Use AI

Some students are pressured to use AI due to the highly competitive academic environment.
This pressure could have influenced their responses, making them view AI in a positive light
than they would have.

7
2.0 Methodology

2.1 Population and Sample

Population :

Local and International Undergraduate and Postgraduate Students who are Studying in
Malaysia

Sample :

Selected Local and International University Students who have answered the questionnaire
which have been prepared by our group.

2.2 Secondary Resources

The introduction of artificial Intelligence (AI) in learning systems has sparked several
research and analyses to be done as it has an effect on various components of studying, from
productiveness and engagement to crucial questioning and long-term academic overall
performance. As tools like ChatGPT, Gamma AI, and other customized studying systems
emerge as common, understanding how their position in shaping students’ educational reports
becomes crucial. This secondary research evaluation explores existing articles on AI in
education to pick out key trends, and concerns in order to form the groundwork for our
study.

2.2.1 AI in Education: Enhancing Productivity and Engagement

AI has pushed the gear and has proven a big promise in enhancing productivity and making
learning more attractive for college students. According to a report from computers &
education, AI now facilitates personalized learning through adapting to the students' needs
and offering real-time help. AI’s like ChatGPT and Copilot design allow college students to
work on complex tasks with guidance hence enabling them to resolve issues faster and more
efficiently. A 2023 study in the Journal of Educational Technology & Society observed that
university college students who used AI for project assists and tutoring finished their tasks
65% faster than individuals who did now use AI, suggesting that AI performs a big role in
boosting productivity ( Author et al., 2023).

2.2.2 Potential Over-Reliance on AI and Critical Thinking Concerns

Although there are many benefits, few researchers have warned that the great use of AI in
education can also cause over-reliance, potentially impacting critical thinking ability and
creativity. A 2022 study published Educational Technology Research and Development
suggests that frequent use of AI for instructional responsibilities can reduce vital problem-
solving skills . College students who rely heavily on AI- pushed help can also miss
opportunities to broaden vital cognitive abilities, including original thought. This
phenomenon is occasionally referred to as the “automation paradox,” in which expanded ease
of project finishing touch can cause a decline in guide and mental talent improvement
( creator et al., 2022). Additionally, reliance on AI tools can have an effect on college
students' capacity to have interaction deeply with complex content. Studies suggest that

8
whilst AI improves instantaneous studying effects, it could restrict college students’ long-
term comprehension and retention of knowledge. As an instance, a 2021 article in synthetic
Intelligence in education mentioned that scholars using AI for examination preparation
scored higher inside the short term but confirmed less retention of middle principles after
months compared to college students who organized manually ( creator et al., 2021).

2.2.3 Performance Differences and Academic Outcomes

AI tools have shown combined consequences concerning academic effects, with research
pointing to both improved overall performance and concerns over comprehension. Research
made by Gartner in 2022 mentioned that students using AI for customized learning improved
their GPA by means of 0. 5 factors on average. but these gains had been most glaring
amongst college students who used AI to learn, instead of replacing, traditional examination
practices. Some other examinations in academic Psychology review shows that students from
disciplines requiring creativity and critical thinking, such as arts and humanities, may
experience a one-of-a-kind impact in comparison to those in fields like engineering and
information science ( writer et al., 2022). In terms of time control, AI tools appear to provide
big advantages by means of decreasing task completion time, permitting college students
extra freedom to focus on different academic or private interests. But a 2021 study from
Education and Information Technologies highlighted that even as AI tools speed up
assignments, some college students may increase a dependency that hinders their capacity to
manipulate time independently. Moreover, reliance on AI tools can have an effect on college
students' capability to engage deeply with textual content. Research shows that even as AI
improves instant learning effects, it could hinder college students’ long-term comprehension
and retention of expertise. As an instance, a 2021 essay in artificial Intelligence in training
stated that students using AI for exam guidance scored higher within the quick time period
but showed much less retention of centre principles after two months in comparison to
college students who prepared manually ( et al., 2021).

2.2.4 Challenges and Limitations in Existing Research

While the research is promising, there are outstanding limitations. Many studies rely upon
self-reported statistics that can introduce biases as students may overstate the tremendous
effects of AI on their studies. Small sample sizes and variations in how students use AI (e.g.,
device preference, frequency, motive) also make it difficult to generalize findings throughout
all instructional contexts. in addition, difficult variables along with man or woman
motivation, look at habits, and course difficulty can be difficult to understand the specific
effect of AI on academic overall performance. As reported by Education Next, it is
challenging to isolate AI’s impact from these other factors without sizable, long- term
studies.

2.2.5 Conclusion

The reviewed literature highlights that AI tools like ChatGPT, Gamma AI, and Copilot
systems have introduced new possibilities for enhancing productiveness, engagement, and
academic performance amongst university students. These tools allow for faster task
completion and personalized studying reviews, supplying valuable aid for college kids
throughout various disciplines. However, the capability downsides, together with reduced
essential questioning and improved dependency on AI for trouble- solving, advise that there
may be long-term influences on students' impartial studying competencies. The mixed

9
outcomes throughout studies display a need for further research into how AI affects
exceptional elements of educational achievement, especially in regions like time management
and comprehension retention. This study targets to deal with these gaps through inspecting
both quantitative performance metrics and qualitative student feedback, offering a
comprehensive perspective on AI’s role in modern-day training and its implications for future
learning practices.

2.3 Instruments

 Google Form
 Google Worksheet
 Microsoft Excel
 Canva

10
3.0 Findings

Analysis 1

Research Question :

Is there a significant difference in the academic performance of students who frequently use
AI tools compared to those who rarely use them?

Question:

Do students who frequently use AI tools for academic tasks rate their academic performance
differently from those who use them less often, considering a significance level of 5%?

 Ho : There is no significant difference in academic performance between frequent and

infrequent users
 H1 : There is significant difference in academic performance between frequent and
infrequent users

 P-Value : 0.2839
 α : 0.05
 α < P-Value

11
 Decision : Since α < p-value. Do not reject H0. There is insufficient evidence to
indicate that there is significant difference in academic performance between frequent
and infrequent users.

12
Analysis 1

Question:

13
Is there a significant difference in the academic performance, as measured by GPA, of
students before and after they begin using AI tools regularly, at a 5% significance level?

 Ho : There is no significant difference in GPA Before and After Using AI tools

regularly
 H1 : There is significant difference in GPA Before and After Using AI tools regularly
 P-Value : 3.2298
 α : 0.05
 α < P-Value
 Decision : Since α > p-value, Reject H0. There is sufficient evidence to indicate that
there is a significant difference in GPA before and After Using AI tools regularly

14
Analysis 2

Question : Is there a relationship between the use of AI tools and students' time management
when completing academic tasks ?

 Ho: There is a difference between the use of AI tools and students' time management
when completing academic tasks.
 H1: There is no difference between the use of AI tools and students' time management
when completing academic tasks.
 Test statics : p-value = 1.000
 Alpha = 0.05
 P-value > alpha
 Decision : Do not reject H0.There is insufficient evidence to indicate that there is no
difference between the use of AI tools and student’s time management when
completing academic tasks.
 Therefore, we can conclude that there is a relationship between the use of AI tools and
students' time management when completing academic tasks.

15
Analysis 3

Research Question

How often do you encounter technical challenges when using AI tools (e.g., inaccuracies,
limitations) in a day?

ANALYSIS USED

One - sample hypothesis test:

We want to test the true average frequency with which students encounter technical
challenges when using AI tools

Assumptions made:

I. µ0 = 4

II. Using significance level α = 0.05 (5%)

EXCEL RESULTS

1. Null Hypothesis (Ho): µ0 = 4

2. Alternative Hypothesis (H1): µ0 ≠ 4 (two-tailed test)

3. Test Statistics

16
Where, s: sample Standard deviation, n: sample size = 92,μo : hypothesized mean = 4

df: degree of freedom (n-1)

Test Statistics

Test Statistics = -1.06988508170285

4. p-value: =T.DIST.2T (ABS (t-statistics, df)

=0.287500665362032

5. Decision

α < p-value, do not reject (Ho) and conclude that, there is insufficient evidence to indicate
that the true average technical difficulties encountered when using AI tools (e.g.,
inaccuracies, limitations) in a day is not equal to 4

17
Analysis 4

Linear regression analysis:

We wanted to test the strength of the relationship between number of hours a student uses AI
if it changes the outcome of his GPA based on the hours spent hence:

Assumptions made:

Confidence level = 95%

Chart of linear regression:-

Excel results

18
ANALYSIS MADE

· Since Coefficient of correlation (Multiple R) = 0.172734 we conclude that it has weak

positive correlation.

· Also, the coefficient of determination (R Square ) = 2.984% of the variation in y(GPA

after using AI) is explained by the variation of x (Hours spent using AI ) hence as the value is
small we conclude that hours spent using AI explains a small portion in the change of GPA

Conclusion

The regression outcomes indicate a susceptible and statistically insignificant relationship

between hours spent in the usage of AI and GPA gotten after using the Ai hence suggesting a
moderate increase in GPA with more AI utilization, this effect isn't a good model based on
the current obtained statistical data.

19
Analysis 4

Association test analysis :

We wanted to see that if there is any preferred AI based on the gender:-

Excel results:-

Null Hypothesis (H₀): There is no association between gender and the preferred AI tool.
Gender and preferred AI tools are independent.

Alternative Hypothesis (H₁): There is an association between gender and the preferred AI
tool. Gender and preferred AI tools are not independent.

Test statistics:

χ2= 0.635461

P-value(from table)

P=0.888268

Decision:

20
Since α <p-value do not reject H₀ as there is insufficient evidence to indicate that there is
association between gender and the preferred AI tool.

21
Analysis 5

Research Question :

Is there a difference in AI tool preferences between students from different academic

disciplines?

Field of Study : Computer Science

Field of Study : Engineering

22
Question:

At a 5% significance level, is there a significance difference in the preference for ChatGPT as

an AI tool between students in Engineering and those in Computer Science

 Ho : There is no significant difference in the preference of usage for Chatgpt between

Engineering and Computer Science students
 H1 : There is significant difference in the preference of usage for Chatgpt between
Engineering and Computer Science students
 P-Value : 0.713
 α : 0.05
 α < P-Value
 Decision : Since α < p -value, do not reject H0. There is sufficient evidence to
indicate that there is significant difference in the preference for usage of Chatgpt
between Engineering and Computer Science Students

23
Analysis 6

Research Question

How do students perceive the long-term impact of AI tools on their independent learning and
academic success?

Analysis Used

Goodness of fit Test

We want to assess the long - term impact in AI tools usage on University students’
independent learning.

Assumptions made:

I. Using significance level α = 0.05 (5%)

EXCEL RESULTS

1. Null Hypothesis (Ho): There is no effect on the use of AI tools by university students
on their

independent learning

P1 = P2 = 1/2

2. Alternative Hypothesis (H1): There is at least one Pi is not equal to ½

3. Test Statistics

24
Where; O: Observed Frequency, E: Expected Frequency, df: degree of freedom (n-1)

n: sample size=2

Test Statistics =

Test Statistics = 0.0434782608695652

4. P-value: CHISQ.DIST. RT (test statistics, df)

P-value: CHISQ.DIST. RT (0.0434782608695652, 1)

P-value = 0.834827329185239

5. Decision

α < p-value, do not reject (Ho) and conclude that, there is insufficient evidence to indicate
that AI tools have long-term impact on university’s students independent learning and
academic success.

25
Analysis 7

Research Question

Is there a preference on the choice of specific AI tools for university students?

ANALYSIS USED

Goodness of fit Test

We want to assess the preference on the choice of AI tools of University students’

Assumptions made:

I. Using significance level α = 0.05 (5%)

EXCEL RESULTS

1. Null Hypothesis (Ho): There is no preference on the use of AI by university students

P1 = P2 = P3 = P4 = 1/4

2. Alternative Hypothesis (H1): There is at least one Pi is not equal to ¼

3. Test Statistics

Where; O: Observed Frequency, E: Expected Frequency, df: degree of freedom(n-1)

n: sample size=4

Test Statistics =

Test Statistics = 6.03765690376569

26
4. p-value CHISQ.DIST. RT (test statistics, df)

P-value: CHISQ.DIST. RT (6.03765690376569, 3)

P-value = 0.109792439024098

5. Decision

Since α < p-value, do not reject Ho and conclude that there is insufficient evidence to indicate
that there is a preference in the use of AI tools by university students. The observed data does
not provide sufficient evidence to support that there is a preference on the choice of AI tools.

27
Analysis 8

Question :

At a 5% significance level, is there any significant difference between in AI usage frequency

between Undergraduate students and Postgraduate students

 Ho : There is no significant difference in AI usage frequency between Undergraduate

students and Postgraduate students
 H1 : There is significant difference in AI usage frequency between Undergraduate
students and Postgraduate students
 P-Value : 0.926
 α : 0.05
 α < P-Value
 Decision : Since α < p-value, Do not reject H0. There is insufficient evidence to
indicate that there is significant difference in AI usage frequency between
Undergraduate students and Postgraduate Students

28
4.0 Conclusion

To sum it up, this survey of 92 college students has provided important new information
about how AI affects learning and academic performance. According to the findings, a lot of
students use apps like Grammarly, ChatGPT, Duolingo, and Socratic to improve their study
habits, demonstrating the widespread adoption of AI tools for academic tasks. These
resources offer time savings, adaptive learning advantages, and individualized study support,
enabling students to better manage their workload and improve their understanding of
difficult subjects.

Nonetheless, the responses also highlight a complex connection between autonomous

learning and AI use. Although AI platforms help students grasp difficult subjects, an
excessive dependence on them raises questions about possible effects on critical thinking,
creativity, and self-directed learning. Many students pointed out that although AI tools aid in
their ability to concentrate on challenging content, they may eventually cause their problem-
solving skills to decline. This conflicting opinion points to the necessity for colleges to offer
advice on how to use AI in a way that promotes autonomy while still utilizing its
convenience.

Additionally, the survey emphasizes how AI can raise awareness of academic integrity. Many
students reported being more aware of academic integrity as AI-based plagiarism detection
systems became more widely used. As AI becomes more integrated into educational settings,
this is especially helpful in encouraging moral behaviour and responsible tool use. Despite
the advantages, technical difficulties continue to be a major obstacle, with students regularly
running into problems like errors and restricted features. By addressing these issues, AI tools
in academia may become more useful and user-friendly.

In conclusion, this survey highlights both the advantages and possible disadvantages of AI
while providing an in-depth overview of how it affects university students' learning
outcomes. Universities must place a high priority on integrating AI in a balanced way that
promotes academic success while encouraging independence and moral behaviour in
students' learning paths as they adjust to these changing dynamics.

29
5.0 References

1. Paek, S., & Kim, N. (2021). Analysis of Worldwide Research Trends on the Impact of
Artificial Intelligence in Education. Sustainability, 13(14), 7941.
https://doi.org/10.3390/su13147941
‌
2. Zhai, Xuesong, et al. “A Review of Artificial Intelligence (AI) in Education from 2010 to
2020.” Complexity, vol. 2021, no. 8812542, 20 Apr. 2021, pp. 1–18,
https://doi.org/10.1155/2021/8812542.

3. Singh, Satya Vir, and Kamal Kant Hiran. “The Impact of AI on Teaching and Learning in
Higher Education Technology.” Journal of Higher Education Theory and Practice, vol. 22,
no. 13, 19 Oct. 2022, articlearchives.co/index.php/JHETP/article/view/3553.

4. Popenici, Stefan A. D., and Sharon Kerr. “Exploring the Impact of Artificial Intelligence
on Teaching and Learning in Higher Education.” Research and Practice in Technology
Enhanced Learning, vol. 12, no. 1, 23 Nov. 2017, link.springer.com/article/10.1186/s41039-
017-0062-8, https://doi.org/10.1186/s41039-017-0062-8.

5. Yizhi MA, and Keng L Siau. “Artificial Intelligence Impacts on Higher

Education.” Research Gate, May 2018,
www.researchgate.net/profile/Keng-Siau-2/publication/325934313_Artificial_Intelligence_I
mpacts_on_Higher_Education/links/5b9733af92851c78c41915db/Artificial-Intelligence-
Impacts-on-Higher-Education.pdf.

30
6.0 Appendix

31