An Investigation of AI-Enabled Teaching Assistants in Usmanu Danfodiyo University, Sokoto, Sokoto State
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- NGN 5000
Background of the Study
The use of artificial intelligence (AI) in education has led to the development of AI-enabled teaching assistants (TAs) that can assist both students and instructors in various academic tasks. These systems can automate administrative tasks, provide personalized learning support, and assist with grading and feedback. Usmanu Danfodiyo University in Sokoto, Sokoto State, like many other institutions, is grappling with the challenges of large class sizes and limited teaching staff, which can hinder the effectiveness of learning (Sani & Aliyu, 2024). AI-enabled TAs can provide students with immediate responses to queries, offer supplementary learning materials, and help instructors manage their workload more effectively. This study aims to investigate the use and effectiveness of AI-enabled teaching assistants in enhancing teaching and learning at Usmanu Danfodiyo University.
Statement of the Problem
Usmanu Danfodiyo University faces challenges related to large class sizes and limited staff resources, which often result in delays in providing student support and feedback. AI-enabled teaching assistants offer the potential to alleviate these issues by automating routine academic tasks and providing students with personalized learning experiences. However, the effectiveness of these systems in the context of the university has yet to be fully explored.
Objectives of the Study
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To assess the current use of teaching assistants and the challenges faced by instructors and students at Usmanu Danfodiyo University.
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To design and implement an AI-enabled teaching assistant system tailored to the needs of the university.
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To evaluate the effectiveness of the AI-enabled teaching assistant in enhancing student learning and reducing instructor workload.
Research Questions
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What are the challenges faced by instructors and students in the current teaching and learning process at Usmanu Danfodiyo University?
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How can an AI-enabled teaching assistant improve the learning experience for students?
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How effective is the AI-enabled teaching assistant in reducing the administrative workload for instructors?
Research Hypotheses
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The implementation of AI-enabled teaching assistants will improve student learning outcomes by providing personalized support.
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AI-enabled teaching assistants will reduce the administrative workload for instructors, allowing them to focus on higher-level teaching tasks.
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Students interacting with AI-enabled teaching assistants will report higher satisfaction levels with their learning experience.
Significance of the Study
This study will provide valuable insights into the effectiveness of AI-enabled teaching assistants in higher education, offering a solution to the challenges posed by large class sizes and limited teaching staff. The findings will also contribute to the ongoing development of AI in educational settings.
Scope and Limitations of the Study
The study will focus on Usmanu Danfodiyo University, Sokoto, Sokoto State, and evaluate the use of AI-enabled teaching assistants in improving teaching and learning outcomes. Limitations include challenges related to system integration and the availability of adequate training data for AI models.
Definitions of Terms
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AI-Enabled Teaching Assistant: A virtual assistant powered by artificial intelligence, designed to support students and instructors by automating routine academic tasks and providing personalized learning assistance.
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Teaching Assistants: Individuals or systems that help instructors by supporting various aspects of teaching, such as grading, answering student queries, and providing learning materials.
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Personalized Learning: An educational approach that tailors learning experiences to the individual needs, interests, and abilities of students.
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