The Awareness and Knowledge on Artificial Intelligence among Accountancy Students

Mansor, Norul Akma; Hamid, Yusnaliza; Anwar, Irda Syahira Khair; Isa, Noor Saatila Mohd; Abdullah, Mohd Qayyum

doi:10.6007/ijarbss/v12-i11/15307

Cited by 7 publications

(8 citation statements)

References 12 publications

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“…The study showed that GAI tools has seen a signi cant uptick in awareness and usage among pre-service teachers (PSTs) in Ghana, especially, with a notable majority indicated awareness of OpenAI's ChatGPT, followed by Google Bard and DALLE by OpenAI (Strzelecki, 2023). This recognition of OpenAI among GAI tools may be re ective of the broader visibility and their applicability in educational settings (Strzelecki, 2023;Mansor et al, 2022). The prominence of ChatGPT in the educational landscape is not surprising, given its capabilities in natural language processing and generation, which have been highlighted in the literature as bene cial for research purposes (Seshadri & Swamy, 2023).…”

Section: Discussionmentioning

confidence: 99%

Pre-service teachers’ Knowledge, Gender Use, and Views about Generative AI in Academic Research

Nyaaba,

Kyeremeh,

Majialuwe

et al. 2023

Preprint

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This study explored the knowledge, use, and views of generative artificial intelligence (GAI) tools among pre-service teachers (PSTs) in the context of academic research in Ghana. Adopting a descriptive survey method, data were gathered from 104 PSTs across five institutions, selected for convenience as they were under the supervision of the study's authors. The primary data collection instrument was a five-point Likert-type questionnaire complemented by an open-ended question, analyzed both quantitatively and thematically. The quantitative analysis, including means, frequencies, standard deviations, and percentages, highlighted a strong familiarity with GAI tools such as OpenAI's ChatGPT, DALL·E, and Bard among PSTs. These tools were primarily used during the introduction, literature review and data analysis stages of their research. Sources of GAI tool discovery varied, with personal research, friends, institutions, and social media being the main avenues. The independent samples t-test revealed a gender disparity in the frequency of GAI tool usage, with male PSTs using them more than their female peers. However, both groups acknowledged the benefits of GAI tools, particularly in enhancing confidence and independence in their research activities. Despite the advantages, PSTs indicated potential inaccuracies that arise from GAI tool usage and expressed concerns about overreliance potentially hindering their critical and creative thinking skills. The study suggests that without careful regulation, the originality and thoroughness of PST research could be at risk. Therefore, it is recommended that teacher education programs incorporate GAI tools into their research methodology courses, ensuring that PSTs can effectively leverage these technologies while maintaining academic integrity and innovation in their research.

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Section: Discussionmentioning

confidence: 99%

Pre-service teachers’ Knowledge, Gender Use, and Views about Generative AI in Academic Research

Nyaaba,

Kyeremeh,

Majialuwe

et al. 2023

Preprint

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“…Advanced algorithms and models have made statistics an essential component of AI, enabling a better understanding and adaptation of data and paving the way for an invincible future. Statistical parameters such as regression analysis, clustering techniques, algorithms, classifiers, and other tools are instrumental in driving AI towards superior results [40,41] . Thus, AI and statistics are intertwined and indispensable to each other.…”

Section: Artificial Intelligence In Education and Students' Perceptio...mentioning

confidence: 99%

“…The students were asked to rate their agreement with the provided statements on a 5-point Likert-type scale ranging from 1, which corresponds to "strongly disagree", to 5, which corresponds to "completely agree". Items for construct usefulness of statistics and quantitative methods were adopted from Šebjan and Tominc [36] , items for construct the student's knowledge of the meaning of AI were adopted from Mansor et al [41] and IBM, items for constructs students' perception of the usefulness of AI in their study and perceived ease of use of AI were adopted from Chai et al [24] and Rabah and Mukhallafi [25] . Items for constructs students' perspective on work skills for the future and students' perspective about emerging jobs in the Data and AI Cluster were adopted from Selenko et al [55] and Mun [15] .…”

Section: Measurement Instrumentmentioning

confidence: 99%

Building skills for the future of work: Students’ perspectives on emerging jobs in the Data and AI Cluster through artificial intelligence in education

Rožman,

Tominc,

Vrečko

2023

Environ Soc Psychol

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The main goal of this paper is to supplement the existing literature with new knowledge in the field of artificial intelligence and education, which relates to the importance of courses in statistics, quantitative methods, and students’ perspectives about emerging jobs in the Data and AI Cluster. A multidimensional model of the perceived usefulness of artificial intelligence in students’ perspective about emerging jobs in the Data and AI Cluster was formed; it includes constructs students’ knowledge of the meaning of “artificial intelligence”, their perception of its usefulness in their studies, the perceived ease of use of AI, the perceived usefulness of statistics and quantitative methods, students’ perspective on work skills for the future, and their perspective on emerging jobs in the Data and AI Cluster. The empirical research included 197 undergraduate and postgraduate students from the University of Maribor, Faculty of Economics and Business in Slovenia, who had prior knowledge of statistics obtained during their studies. The data were analyzed using structural equation modeling. The main findings of our research are important for curricula development and stress these implications: emphasis on teaching the meaning and importance of AI, integration of AI in coursework, strengthening quantitative skills and developing future work skills that are aligned with emerging trends in the Data and AI Cluster.

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“…The research employed a closed-type online questionnaire as its instrument, where students were asked to rate their agreement with provided statements on a 5-point Likerttype scale ranging from 1 (strongly disagree) to 5 (completely agree). The construct items for the Usefulness of Statistics and Quantitative methods were adopted from Šebjan and Tominc [54], items for the student's knowledge of the meaning of AI were adopted from Mansor et al [55] and IBM [56], and items for Students' perception of the usefulness of AI in their study were adopted from Chai et al [51], Rabah and Mukhallafi [57]. Additionally, items for Students' perspectives on work skills for the future and Students' perspectives about emerging jobs in the Data and AI Cluster were adopted from Selenko et al [58] and Mun [59].…”

Section: Research Instrumentmentioning

confidence: 99%

“…This experience can provide them with a more realistic understanding of the current capabilities and limitations of AI systems. Mansor et al [55] and Seo et al [64] emphasize that incorporating AI-related topics into courses and providing opportunities for students to explore and learn more about AI can help students understand the importance and potential of this emerging technology. Based on the provided data, it seems that postgraduate students have a more positive attitude toward AI and its potential benefits for businesses than undergraduate students.…”

Section: Student's Knowledge Of the Meaning Of Aimentioning

confidence: 99%

Artificial Intelligence and Business Studies: Study Cycle Differences Regarding the Perceptions of the Key Future Competences

Tominc

Rožman

2023

Education Sciences

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The purpose of this article is to identify the differences in various aspects of the perception of artificial intelligence by students of economics and business studies at different levels of study and, on this basis, to formulate recommendations both to the higher education institutions themselves, which educate in the field of economic and business sciences, as well as to curriculum designers. First, we utilized descriptive statistics to analyze the responses for each construct among undergraduate and postgraduate students. In the second part, we employed the Kolmogorov-Smirnov and Shapiro-Wilk tests to assess the normality of data distribution. Finally, in the third part, we employed the non-parametric Mann-Whitney U test to identify the differences between undergraduate and postgraduate students. The results show that statistically significant differences can be identified especially in how students of both study levels see and understand the importance of AI. Although we did not identify significant differences between students of both levels in how they see their role in the future labor market, which will be (or already is) characterized by artificial intelligence, we must emphasize that students of both levels evaluate their roles modestly in this respect. Therefore, on this basis, we have made recommendations for more active development and integration of AI in the study process; the article presents important suggestions for improving education to prepare students for the business world of artificial intelligence.

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The Awareness and Knowledge on Artificial Intelligence among Accountancy Students

Cited by 7 publications

References 12 publications

Pre-service teachers’ Knowledge, Gender Use, and Views about Generative AI in Academic Research

Pre-service teachers’ Knowledge, Gender Use, and Views about Generative AI in Academic Research

Building skills for the future of work: Students’ perspectives on emerging jobs in the Data and AI Cluster through artificial intelligence in education

Artificial Intelligence and Business Studies: Study Cycle Differences Regarding the Perceptions of the Key Future Competences

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