Author Information
Rana Khalife, University College London, United KingdomTamas Laufer, University College London, United Kingdom
Mauryn C. Nweke, University College London, United Kingdom
Abstract
Collaborative project-based learning can require increased staff support compared to other learning techniques but where there are limitations in staffing and staff capacity, tailored AI tools may become a solution. The aim of this work is to assess whether the emergence of more personalised AI tools could both reduce staff load and enhance student learning and experience in project work, as a means of assessing whether these tools could be more permanently integrated into the curriculum. Student learning was assessed via the use of surveys to students enrolled on the Regenerative Medicine module who partook in a team-based Design Project and impact on staff load was assessed via interviews with module staff. 100% of the students on this module partook in this study (17 students -10 male, 7 female). These students evaluated the personalised tool “Vitafluence AI”, with findings indicating its positive impact on learning. Over half (53%) reported increased academic confidence, and more than half recommended its integration into formal academic support. While 47% believed it could partially substitute an educator’s assistance, none viewed it as a full replacement. The data also showed that 70% of the students felt encouraged to ask more questions but this had an impact on staff workload as 88% of students still needed to ask further questions to the module leader. Whilst there was no significant difference between male and female responses, one thing of note was that female participants felt less confident in the AI tool’s impact on their academic performance.
Paper Information
Conference: BCE2025Stream: Design
This paper is part of the BCE2025 Conference Proceedings (View)
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To cite this article:
Khalife R., Laufer T., & Nweke M. (2025) Exploring the Feasibility of Integrating Personalised AI in Project Work and Its Impact on Student Learning and Staff Load ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings (pp. 363-370) https://doi.org/10.22492/issn.2435-9467.2025.29
To link to this article: https://doi.org/10.22492/issn.2435-9467.2025.29
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