COMPLETE LEARNING PLATFORM WITH GENI AI

Abstract

Artificial intelligence (AI) is significantly reshaping the way knowledge is acquired and how collaborative
learning takes place. While existing research has explored the role of AI in supporting group learning, limited attention
has been given to how students actively collaborate with one another while interacting with AI tools. This study
investigates this aspect by engaging thirty postgraduate students, organized into teams of three, in a project-based
learning activity. Each team utilized generative AI tools such as ChatGPT, Google Gemini, and MS Copilot, along with
internet resources and classroom materials, to develop their projects.
Each group selected a specific Internet of Things (IoT) domain and explored its technologies and real-world
applications. They submitted a detailed report describing both their project outcomes and their interactions with AI
tools, followed by a class presentation. In addition, participants completed an online questionnaire consisting of both
closed and open-ended questions and took part in focus group discussions. Teams collaborated by designing prompts
using five predefined collaboration strategies. Results indicated that about half of the students applied all five
approaches, although most showed a preference for three specific methods. Initially, team members experienced
disagreements in approximately 24% of interactions, but they were generally able to reach consensus through
discussion. Students valued AI tools for their fast, structured responses, conversational style, wide knowledge base,
and ability to simplify complex topics while supporting personalized learning. However, they also raised concerns
regarding occasional inaccuracies, inconsistencies, and risks such as over-reliance, reduced critical thinking, outdated
information, and privacy issues. Based on their experiences, students suggested that AI tools should incorporate
shared and organized collaborative environments where all team members can view prompts and responses in real
time. They also emphasized the importance of verifying information sources and receiving proper guidance, ensuring
that AI tools are used as supportive learning aids rather than primary sources of knowledge.