This research article examines the potential of real-time generative AI programs in education from a phenomenological perspective. With the rapid advancements in artificial intelligence and its integration into various domains, including education, it becomes crucial to critically analyze the implications of these technologies on teaching and learning processes. Specifically, this study aims to understand how real-time generative AI programs can enhance educational experiences and foster student engagement.
Drawing on a phenomenological framework, this research investigates the lived experiences of students and educators who interact with real-time generative AI programs in educational settings. Through qualitative interviews, observations, and focus group discussions, the study explores the subjective perceptions, emotions, and meanings individuals attribute to their interactions with these programs. By delving into the lived experiences, this research aims to uncover the nuances and complexities of how real-time generative AI programs are received, interpreted, and integrated into educational practices.
The findings of this study contribute to the growing body of knowledge on the role of AI in education by providing insights into the phenomenological aspects of real-time generative AI programs. By exploring the subjective experiences and perspectives of students and educators, this research sheds light on the potential benefits and challenges associated with the use of these programs. Additionally, it offers practical implications for the design and implementation of AI programs in educational settings.
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