Leveraging AI tools in finance education: exploring student perceptions, emotional reactions and educator experiences
This study explored the integration of Artificial Intelligence (AI) tools in finance education, focusing on student perceptions, emotional reactions, and educator experiences. Quantitative data were gathered using the Synthetic Index of Use of AI Tools (SIUAIT) instrument, administered over three se...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2431885 |
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| author | Pamela Córdova Alberto Grájeda Juan Pablo Córdova Alejandro Vargas-Sánchez Johnny Burgos Alberto Sanjinés |
| author_facet | Pamela Córdova Alberto Grájeda Juan Pablo Córdova Alejandro Vargas-Sánchez Johnny Burgos Alberto Sanjinés |
| author_sort | Pamela Córdova |
| collection | DOAJ |
| description | This study explored the integration of Artificial Intelligence (AI) tools in finance education, focusing on student perceptions, emotional reactions, and educator experiences. Quantitative data were gathered using the Synthetic Index of Use of AI Tools (SIUAIT) instrument, administered over three semesters. The findings revealed that finance students perceived AI tools as essential for enhancing their learning experience. Notably, Financial Engineering students exhibited higher proficiency and more positive perceptions of AI tools compared to students in other disciplines, such as Engineering and Business. An observational study utilizing eye tracker technology and facial expression analysis highlighted the emotional dynamics between AI-enhanced and traditional lecture-based classes. Positive emotions, such as joy and surprise, were significantly more prevalent in AI-enhanced environments, contributing to a more engaging and emotionally positive learning experience. However, an increase in fear was also observed, which could be considered a negative activating emotion that, ultimately, still fostered learning. Semi-structured interviews with educators revealed both the opportunities and challenges of AI integration. Educators acknowledged AI’s benefits in enhancing pedagogy but expressed concerns about over-reliance and ethical implications. Thematic analysis identified key dimensions: knowledge, usage, and ethics in AI. The study concluded that AI tools could significantly transform finance education, offering enhanced learning experiences and better preparing students for future careers. However, a balanced approach, addressing ethical and psychological impacts, was essential to maximize benefits and minimize potential drawbacks. Future research should explore AI’s long-term effects and its correlation with academic performance. |
| format | Article |
| id | doaj-art-825d2faafbc04e61807f5cd033506c29 |
| institution | DOAJ |
| issn | 2331-186X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-825d2faafbc04e61807f5cd033506c292025-08-20T02:48:54ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2024.2431885Leveraging AI tools in finance education: exploring student perceptions, emotional reactions and educator experiencesPamela Córdova0Alberto Grájeda1Juan Pablo Córdova2Alejandro Vargas-Sánchez3Johnny Burgos4Alberto Sanjinés5Research Center in Economics and Entrepreneurial Sciences, Universidad Privada Boliviana, Cochabamba, BoliviaResearch Center for Innovation in Information Technology for Education, Universidad Privada Boliviana, Cochabamba, BoliviaNeuroscience Laboratory, Universidad Privada Boliviana, Cochabamba, BoliviaAcademic Direction Undergraduate Programs, Universidad Privada Boliviana, La Paz, BoliviaAcademic Direction Postgraduate Programs, Universidad Privada Boliviana, Cochabamba, BoliviaAcademic Vice President, Universidad Privada Boliviana, Cochabamba, BoliviaThis study explored the integration of Artificial Intelligence (AI) tools in finance education, focusing on student perceptions, emotional reactions, and educator experiences. Quantitative data were gathered using the Synthetic Index of Use of AI Tools (SIUAIT) instrument, administered over three semesters. The findings revealed that finance students perceived AI tools as essential for enhancing their learning experience. Notably, Financial Engineering students exhibited higher proficiency and more positive perceptions of AI tools compared to students in other disciplines, such as Engineering and Business. An observational study utilizing eye tracker technology and facial expression analysis highlighted the emotional dynamics between AI-enhanced and traditional lecture-based classes. Positive emotions, such as joy and surprise, were significantly more prevalent in AI-enhanced environments, contributing to a more engaging and emotionally positive learning experience. However, an increase in fear was also observed, which could be considered a negative activating emotion that, ultimately, still fostered learning. Semi-structured interviews with educators revealed both the opportunities and challenges of AI integration. Educators acknowledged AI’s benefits in enhancing pedagogy but expressed concerns about over-reliance and ethical implications. Thematic analysis identified key dimensions: knowledge, usage, and ethics in AI. The study concluded that AI tools could significantly transform finance education, offering enhanced learning experiences and better preparing students for future careers. However, a balanced approach, addressing ethical and psychological impacts, was essential to maximize benefits and minimize potential drawbacks. Future research should explore AI’s long-term effects and its correlation with academic performance.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2431885Artificial Intelligence toolsfinance educationstudent perceptionsemotional reactionseducator experiencesTeaching & Learning |
| spellingShingle | Pamela Córdova Alberto Grájeda Juan Pablo Córdova Alejandro Vargas-Sánchez Johnny Burgos Alberto Sanjinés Leveraging AI tools in finance education: exploring student perceptions, emotional reactions and educator experiences Cogent Education Artificial Intelligence tools finance education student perceptions emotional reactions educator experiences Teaching & Learning |
| title | Leveraging AI tools in finance education: exploring student perceptions, emotional reactions and educator experiences |
| title_full | Leveraging AI tools in finance education: exploring student perceptions, emotional reactions and educator experiences |
| title_fullStr | Leveraging AI tools in finance education: exploring student perceptions, emotional reactions and educator experiences |
| title_full_unstemmed | Leveraging AI tools in finance education: exploring student perceptions, emotional reactions and educator experiences |
| title_short | Leveraging AI tools in finance education: exploring student perceptions, emotional reactions and educator experiences |
| title_sort | leveraging ai tools in finance education exploring student perceptions emotional reactions and educator experiences |
| topic | Artificial Intelligence tools finance education student perceptions emotional reactions educator experiences Teaching & Learning |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2431885 |
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