The thesis examines the impact of using AI language models on the study process of students at the Faculty of Administration. The research aims to analyze the application of these technologies, their advantages and limitations, as well as the ethical challenges associated with their use. Students utilize language models for information retrieval, text composition, summarization of literature, and translation, which influences the quality of their academic work. The study provides insights into the prevalence of these tools and their effects on academic performance and comprehension.
The research methodology is based on a quantitative approach, employing an online survey distributed across various student profiles. The survey focused on the frequency of use, purposes, and perceived benefits and drawbacks of AI models. The collected data were analyzed through descriptive statistics and thematic interpretation.
The findings reveal that students primarily use conversational models for writing assignments, information retrieval, and understanding study materials. These models have contributed to enhanced productivity, quicker access to information, and improved comprehension. However, students also identified ethical concerns, such as the risks of plagiarism, superficial understanding, and over-reliance on technology.
The thesis contributes to the understanding of the potential and challenges of using AI language models in academic settings. It provides practical guidance for the ethical and responsible use of these technologies and highlights the importance of digital literacy and critical evaluation of information. The study offers practical value in developing pedagogies that integrate AI and fostering academic integrity.
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