CHAPTER II

REVIEW RELATED LITERATURE

This chapter shows the relevant literature and studies after the in-depth search done by

the researchers. This also presents the synthesis to fully understand the importance for better

comprehension.

Artificial Intelligence

In the 21st century artificial intelligence (AI) has become useful in some fields:

engineering, science, education, medicine, business, accounting, finance, marketing,

economics, stock market and law, among others Halal, (2003). Artificial intelligence (AI) has

greatly enhanced the performance of both manufacturing and service systems. The utilization of

AI in education is steadily growing and expanding. Research studies have shown various

investigations into the impact of AI on enhancing the educational process, increasing student

satisfaction and retention (Rico-Bautista et al., 2021), and facilitating flexible learning and self-

education through the creation of a supportive infrastructure for learners Alzahrani, 2023).

Nevertheless, Raffaghelli (et al. 2022) suggest that the influence of AI on education should be

assessed carefully to avoid overly optimistic or pessimistic conclusions. They recommend

exploring student perceptions of technology use to enable higher education institutions to adapt

their processes accordingly. While Raffaghelli (et al. 2022) considered perceived risk and

attitude in their evaluation, they did not include social influence. On the other hand, Alzahrani

(2023) adapted the UTAUT model to investigate student attitudes and behavioral intentions

towards AI usage. The adapted model included perceived risk, awareness, and attitude, while

removing social influence. Additionally, Raffaghelli (et al. 2022) conducted a longitudinal study

on the acceptance of early warning systems (AI tools), incorporating trust into the model along

with the original four predictors.

 According to Coppin, artificial intelligence is the capacity of machines to deal with

unexpected situations, solve issues, respond to inquiries, devise strategies, and carry out a

variety of other tasks requiring a degree of intelligence usually exhibited by people. Whitby

provided an alternative definition of artificial intelligence, referring to it as the study of intelligent

behavior in humans, animals, and machines with the goal of incorporating that behavior into an

artifact like computers and related technology (Lijia et al, 2020).

As cited by Gwo-jen (et al, 2020), Artificial intelligence (AI), aims to enable computers to

perform tasks by simulating intelligent human behaviors, such as inference, analysis, and

decision making, has advanced and applied more quickly due to the rapid advancement of

computing and information processing techniques (Duan, Edwards, & Dwivedi, 2019; Topol,

2019). Researchers that have studied artificial intelligence (AI) have reported major

advancements in recent decades. An increasing number of goods can offer "intelligent services"

by interpreting or acting in a manner like people, thanks to methods like traditional machine

learning or contemporary deep learning. These days, artificial intelligence (AI) is used in many

different fields, including speech and image identification, natural language processing,

decision-making, and language translation. It can take many different forms, too, including

computer programs, applications, embedded control systems in devices.

Nowadays Artificial intelligence technology is applied effectively and successfully in

various educational institutions. The development of students' academic performance and

learning are enhanced by this artificial intelligence. Lower learning performance is caused by

issues with the traditional educational approach, students' reliance on teachers for all study

materials, the lack of experienced instructors, and an emphasis on conditioning learning rather

than utility in the real world. (LingChong et al., 2022)

Moreover, in a research study conducted by Kuleto (et al,2019) a survey was designed

to gauge students' awareness levels and opinions on mobile learning-based systems with AI
capabilities in centers of higher learning. The outcomes offered understanding exploring the

opinions of students regarding the application of modern technologies in higher education. The

use of artificial intelligence (AI) to enhance and partially automate research has sparked lively

debates in various scientific fields, such as health sciences, biology, and management. These

debates revolve around the idea of automated science and its implications for the future of

research in disciplines that require high-level abstract thinking, extensive knowledge of

methodologies and epistemology, and persuasive writing skills. These discussions are relevant

to Information Systems (IS) scholars, who are contemplating the role of AI and automation in

theory development and the integration of data-driven and theory-driven research. This

commentary contributes to the ongoing discussion initiated by Johnson (et al. 2019) in the

business disciplines.

STUDENTS ATTITUDE TOWARDS ARTIFICIAL INTELLIGENCE

Given the rapid progress in artificial intelligence (AI), the education sector has been

actively working on incorporating AI-related skills into students' learning. In 2022, South Korea

made a significant move by revamping its curriculum to focus on enhancing students' AI

abilities. However, despite these efforts, many students still have negative perceptions and

attitudes toward AI. The current teaching methods have not effectively addressed this issue. As

a result, this study aimed to find effective strategies to cultivate a more positive outlook on AI

among middle school students. To confront this challenge, an AI education program based on

experiential learning was carefully developed and implemented for middle school students in

Korea. The program's impact on students' attitudes toward AI was thoroughly evaluated, and the

results showed a noteworthy improvement in their perceptions of AI after participating in the

program. This study provides concrete evidence of the effectiveness of experiential learning-

based AI education in reshaping middle school students' attitudes toward AI. It highlights the

significance of practical, hands-on experiences in education as a powerful tool to bridge the gap
between knowledge and perception. These insights can inform the development of AI education

curricula worldwide, emphasizing the vital role of experiential learning approaches in fostering

positive attitudes and beliefs about AI among students.

The world is currently experiencing the onset of a new era of industrial revolution, which

is predicted to have a significant impact on global industries (Aazam, Zeadally, & Harras, 2018;

Soh & Connolly, 2020; Xu, David, & Kim, 2018). This revolution involves the integration of

physical and digital worlds, enhancing interactions between humans and machines (Eberhard et

al., 2017; Ferreira, Oliveira, Silva, & da Cunha Cavalcanti, 2020) and promoting automation

through the combination of smart machines and intelligent software (Ibarra, Ganzarain, &

Igartua, 2018).

Artificial intelligence (AI), which draws from various disciplines such as philosophy,

mathematics, computation, psychology, and neuroscience (Kumar & Thakur, 2012), is becoming

increasingly commonplace in both manufacturing and service industries (Ibarra et al., 2018;

Müller, Buliga, & Voigt, 2020). AI aims to enable machines to think like humans, but with even

greater capabilities (Misselhorn, 2018). It empowers machines to independently gather and

process information from their surroundings, make decisions, solve problems, and perform other

tasks that require human-like reasoning (Von Krogh, 2018). AI is being integrated into

workplaces to enhance task execution and performance (Lee, Davari, Singh, & Pandhare, 2018;

Von Krogh, 2018). It encompasses computer-based systems and applications that involve

machine learning, soft computing, fuzzy logic systems, smart robots, and virtual and augmented

reality, among other things (Chui, Manyika, & Miremadi, 2015; Karatop, Kubat, & Uygun, 2015;

Liu, Shi, & Liu, 2017; Abou-Zahra, Brewer, & Cooper, 2018).

Until recently, AI was only seen in science fiction movies and considered something that

would happen in the distant future (McCarthy, et al. 2007). However, various reports and books

have shown how AI is impacting our reality and scientific discussions. People who are aware of
the advancements in AI often feel a mix of curiosity, excitement, and anxiety. This anxiety stems

from the belief that AI could potentially view humans as a threat, leading to concerns about

cyber-attacks and the dissemination of unverified information (Edelman Agency et al. 2019).

Additionally, there is apprehension about the potential loss of jobs due to AI development. While

these fears are understandable, they can hinder technological progress. It is important to

understand these concerns as many AI solutions have the potential to improve our daily lives

(Zhang & Dafoe et al. 2019). Therefore, research in psychology that explores people's distrust

of AI and investigates its nature is crucial.

Latifa Alzahrani (et al. 2023) investigated the influence of various factors on students'

attitudes and behaviors relating to the use of AI in higher education. They applied the structural

equation model (SEM) to analyze the relationship between dependent and independent

variables. The results indicated that factors like performance expectancy and facilitating

conditions had a positive impact on students' attitudes and intention to use AI in education, even

though perceived risk had a negative impact (Rico-Bautista et al., 2021). However, effort

expectancy did not significantly influence attitudes toward the use of AI in higher education. The

study concludes by discussing its research limitations. (Raffaghelli et al. (2022)

EFFECTS OF ARTIFICIAL INTELLIGENCE TO THE ACADEMIC PERFORMANCE

Artificial intelligence (AI) and computational sciences have become increasingly popular

in education. AI is being introduced in various forms to improve student achievement in the

classroom. Garcia Martinez (et al., 2024) conducted a study to analyze how AI and

computational sciences impact student performance using a systematic review and meta-

analysis of articles in databases like WOS and Scopus. The study included 25 articles that show

a positive impact on student performance, particularly in STEM subjects, improving their attitude

towards learning and motivation. The implementation of these technologies presents

educational and ethical challenges for teachers in terms of their design and implementation,

which requires further analysis. These results are applicable to all educational levels.

This review aimed to evaluate the impact of Artificial Intelligence (AI) on education. The

study focused on how AI is used in administration, instruction, and learning. The research

approach used qualitative methods, including a literature review, to explore the effects of AI in

education. AI refers to the field of study and technological advancements that have led to

computers and machines possessing human-like intelligence, such as cognitive abilities,

learning capabilities, adaptability, and decision-making skills. The study found that AI has been

widely adopted in various forms by educational institutions. Initially, AI was implemented through

computer technologies and later evolved into web-based and online intelligent education

systems. Moreover, the use of machine learning and adaptability has allowed for personalized

curriculum and content that cater to students' individual needs. Consequently, this customization

has improved students' learning experiences, engagement, and overall educational quality.

Nowadays Artificial intelligence technology is applied effectively and successfully in

various educational institutions. The development of students' academic performance and

learning are enhanced by this artificial intelligence. Lower learning performance is caused by

issues with the traditional educational approach, students' reliance on teachers for all study

materials, the lack of experienced instructors, and an emphasis on conditioning learning rather

than utility in the real world. (LingChong et al., 2022)

The studies by Rajesh, Shreevamshi, Deskmukh, Krishna, and Marguluri (2022) and

Mazuki, Widiati, Rusdin, and Darwin (2023) highlight the benefits of artificial intelligence (AI) in

education, especially in improving students' learning experiences. The favorable effects of AI in

education are highlighted in both studies, with particular attention paid to enhancements in

content, organization, and instructional strategies. While Rajesh address AI's more extensive

contributions to higher education, such as the creation of software applications and improved
teaching aids, Mazuki concentrate on AI writing tools in EFL classes. The present study and the

previously mentioned studies are similar in that they both highlight the beneficial effects of AI on

academic achievement, possibly emphasizing advancements in content, organization, and

learning strategies. However, the current study investigates the effects of AI on academic

achievement inside the institution, possibly exploring variables like the degree and scope of

utilization.

The results suggest that effective use of AI-based chatbots not only promotes active

student participation, but also increases self-efficacy, learning attitude and motivation. Both

studies demonstrate how AI may help create a more stimulating and encouraging learning

environment, which will ultimately improve students' academic performance and help them build

critical abilities. While the studies' interests in examining the beneficial effects of AI on education

are comparable to that of the current study, their scopes, educational levels, the technologies

they look at, and geographical contexts are different. This research aims to be more localized

and focus on a specific high school environment, which can provide local knowledge focusing

on a specific high school environment, which can provide insight into the practical implications

of AI in a high school environment.

The research conducted by Kim, Cha, and Song (2021) and Wu and Yu (2023) highlight

s the beneficial effects of AI chatbots on students' communication abilities and learning results.

Wu and Yu's meta-analysis highlights that a brief intervention involving brief

and targeted interactions with AI chatbots has a stronger impact on learning outcomes than

longer interventions. These are short interventions, such as review question-and-

answer sessions or focused problem-solving exercises, that provide specific and

immediate help that effectively responds to student questions or challenges.

These related literature findings highlight the importance of artificial intelligence to

provide understanding on the problems involved incorporating AI into academic situations by

analyzing how it affects the performance of STEM students that are strongly supported by the

literature reviews and studies included in this phenomenological study.

Theoretical Framework

Artificial Intelligence (AI) has become a prominent tool in various fields including

education. Artificial Intelligence tools in the classroom shown promising results in enhancing the

learning experience of students (Smith, J. 2021) In this study, the researchers aim to explore the

impact of artificial intelligence tools on the academic performance of STEM students at Llorente

National High School. One way in which AI tools can impact academic performance is by

providing personalized learning experiences for students. To further understand, students use

artificial intelligence tools as this makes their life easier as a student.