Author Information
Ika Diyah Candra Arifah, Universitas Negeri Surabaya, IndonesiaFida Rachmadiarti, Universitas Negeri Surabaya, Indonesia
Madlazim, Universitas Negeri Surabaya, Indonesia
Dwi Anggorowati Rahayu, Universitas Negeri Surabaya, Indonesia
Muji Sri Prastiwi, Universitas Negeri Surabaya, Indonesia
Enny Susiyawati, Universitas Negeri Surabaya, Indonesia
Abstract
The integration of AI-driven research tools in education offers transformative potential, particularly in fostering innovation within project-based courses in higher education. This study examines the efficacy of these tools in improving student performance and happiness, while also analyzing their contribution to innovative learning processes. A mixed-methods strategy was utilized, integrating quantitative and qualitative methodologies. Surveys and pre/post-tests assessed enhancements in academic achievement, project quality, and student happiness. Interviews and focus groups with students and educators concurrently yielded insights into their experiences, issues, and perspectives regarding the use of NVIVO tool and thematic analysis. The results indicate substantial enhancements in student grades, superior project outcomes, and elevated satisfaction levels, highlighting the tools' efficacy in fostering academic and practical excellence. The findings theoretically enhance the comprehension of AI's role in educational innovation, emphasizing its capacity to revolutionize teaching and learning paradigms. The study offers practical insights for educators and administrators to effectively integrate and enhance AI-driven technologies in curriculum design. Nonetheless, constraints encompass dependence on certain instruments and a sample limited to certain institutions, thereby hindering the generalisability of the results. Subsequent research may broaden its focus to various educational environments and investigate the enduring effects on learning dynamics. This study highlights the crucial importance of AI in influencing the future of education, illustrating its ability to foster innovation and enhance results in project-based learning settings.
Paper Information
Conference: ACAH2025Stream: Other Humanities
This paper is part of the ACAH2025 Conference Proceedings (View)
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To cite this article:
Arifah I., Rachmadiarti F., Madlazim ., Rahayu D., Prastiwi M., & Susiyawati E. (2025) AI-Driven Research Tools: A Catalyst for Innovation in Higher Education Project-Based Courses ISSN: 2186-229X – The Asian Conference on Arts & Humanities 2025 Official Conference Proceedings (pp. 167-179) https://doi.org/10.22492/issn.2186-229X.2025.13
To link to this article: https://doi.org/10.22492/issn.2186-229X.2025.13
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