Enhancing Student Engagement Through Artificial Intelligence (AI):

Understanding the Basics, Opportunities, and Challenges

Dr Andy Nguyena, Dr Marios Kremantzisb, Dr Aniekan Essienb, Dr Ilias Petrouniasc and
Professor Samira Hosseinid
a University
of Oulu, Finland; b University of Bristol Business School, University of Bristol, United Kingdom; c University
of Economics and Business Athens, Greece; b Tecnologico de Monterrey, Mexico.

Abstract
The proliferation of artificial intelligence (AI) technologies and chatbots has the potential to
significantly reshape higher education. It is now imperative for stakeholders in this sector to grasp
the fundamental aspects of AI technologies and understand their implications. This paper not only
introduces basic AI concepts but also explains their specific applications and relevance in the
higher education context. Moreover, it outlines the prospects of using AI technologies and
chatbots to boost student engagement, presenting a synthesis of the opportunities available.
Concurrently, we discuss the concerns and challenges associated with integrating AI into higher
education settings. Several articles included in this special issue explore these opportunities and
challenges from diverse viewpoints and within various contexts, across countries such as
Australia, the United Kingdom, Vietnam, Cyprus, and GCC nations. Finally, we propose several
avenues for future research aimed at enhancing student engagement through AI, charting a path
forward for empirical evidence and practical application of AI and chatbots in enhancing student
engagement.

Citation
Nguyen, A., Kremantzis, M., Essien, A., Petrounias, I., & Hosseini, S. (2024). Enhancing Student Engagement Through Artificial
Intelligence (AI): Understanding the Basics, Opportunities, and Challenges. Journal of University Teaching and Learning
Practice, 21(6).
 Enhancing Student Engagement Through Artificial Intelligence (AI):
Understanding the Basics, Opportunities, and Challenges
Introduction
The invasion of digital technology into higher education, spanning several decades, has been met
with both enthusiasm and skepticism, characterised by challenges such as user resistance, lack
of necessary skills, policy complications, and ethical and privacy concerns (Essien et al., 2024;
Nguyen, Gardner, et al., 2020). Despite these hurdles, the disruptive potential of emerging
technologies like Artificial Intelligence (AI) is undeniable (Crawford, Cowling, & Allen, 2023; Kelly
et al., 2023; Lodge et al., 2023), offering new horizons for learning and teaching practices. While
these technologies offer great promise, educators and institutions will need to overcome
significant obstacles for successful implementation (Crawford, Cowling, & Allen, 2023; Perkins,
2023). This requires strategies that bridge skill gaps, carefully consider ethical implications, and
ensure alignment with existing policies (Nguyen et al., 2023). The recent advancements in AI,
particularly with generative AI, emphasise the transformative impact on higher education, raising
critical questions about the future of learning and teaching with AI technologies.
The recognition of AI technology's potential in higher education predates the public introduction
of generative AI models such as ChatGPT by OpenAI, highlighting the evolving landscape of
educational technology and its implications for learning and teaching. Nguyen et al. (2020)
highlighted the capacity of AI to unveil critical indicators previously overlooked by stakeholders at
various levels of the educational hierarchy, suggesting a transformative role for AI in shaping
strategic decisions and educational outcomes. Furthermore, the comprehensive review by
Zawacki-Richter et al. (2019) emphasised AI's potential in facilitating adaptive learning systems,
personalisation, and intelligent tutoring systems, underscoring the technology's capability to cater
to diverse learning needs and styles. These advancements demonstrate the potential for a
revolutionary change in education, creating learner-centred environments that could significantly
boost student engagement. However, the deployment of AI in educational contexts also
introduces ethical concerns, including data privacy, bias in AI algorithms, and the implications of
AI-mediated interactions on the student learning experience (Essien et al., 2024). These issues
require a thoughtful and considered strategy for incorporating AI technologies in higher education,
ensuring that their advantages are achieved while mitigating potential risks and prioritizing ethical
practices and student welfare (Holmes et al., 2021; Nguyen et al., 2023).
This editorial introduction, as well as the entirety of the Journal of University Teaching & Learning
Practice (JUTLP) special issue titled “Enhancing Student Engagement using Artificial Intelligence
(AI) and chatbots like ChatGPT” aims to provide university stakeholders with a comprehensive
overview and multifaceted perspectives on both the opportunities and challenges presented by
AI technology in elevating student engagement within higher education. This initiative seeks to
discuss the transformative potential of AI in creating more personalised, adaptive, and engaging
learning experiences, while also addressing the ethical, practical, and pedagogical challenges
that accompany the integration of such advanced technologies into educational settings. Through
a series of articles and studies, the special issue intends to spark a rich dialogue among
educators, policymakers, technologists, and scholars, encouraging a collaborative exploration of
how AI can be leveraged to foster a more engaging and effective educational environment. By
showcasing diverse viewpoints and cutting-edge research, the special issue aspires to inform and
inspire stakeholders across the spectrum of higher education to navigate the complexities of AI
adoption and to harness its full potential for enhancing student engagement.
Alongside summarising the contributions of this special issue, this introductory article provides a
basic understanding of AI in higher education. It explores its potential to enhance student
engagement and addresses the accompanying concerns and challenges. Additionally, the article
proposes several research directions for AI in higher education and calls for further investigation
into this evolving field. By outlining key areas for future research, the introduction encourages
academics and practitioners to explore how AI can be effectively integrated to improve
educational outcomes while navigating the complexities of its adoption in academic environments.

Understanding Artificial Intelligence (AI) in Higher Education

There has been considerable discourse surrounding the application of AI in education,
encompassing areas such as machine learning and generative AI. Beyond well-known tools like
ChatGPT or Gemini, these AI concepts have broader implications and applications in educational
contexts. Understanding these concepts is crucial for leveraging AI to address specific
educational needs and challenges, thereby enhancing both teaching effectiveness and student
learning outcomes.

AI, Machine Learning (ML), and Deep Learning (DL)

Artificial Intelligence (AI), Machine Learning, and Deep Learning represent interconnected
concepts of computational technology, each with its distinct characteristics and applications in
various fields, including education. At the broadest level, AI encompasses the development of
machines capable of performing tasks that would typically require human intelligence. This
includes a wide array of functionalities such as understanding natural language, recognising
patterns, and making decisions, achieved through various approaches like rule-based systems,
expert systems, and more advanced methods such as machine learning and deep learning. In
the educational sphere, AI systems can significantly enhance learning and teaching processes
(Järvelä et al., 2023). They might include intelligent tutoring systems (ITS), adaptive learning
systems, or personalised learning platforms, which can customize instruction, provide timely
feedback to learners, and aid in developing adaptive learning resources tailored to individual
student needs.
Machine learning, a subset of AI, focuses on enabling machines to learn from data, make
predictions, classify information, and identify patterns without being explicitly programmed for
each task. Within the context of education, machine learning can be harnessed for learning
analytics to analyse vast amounts of student data, offering personalised instruction
recommendations, identifying trends in student behaviour, and forecasting academic
performance. For instance, Gray and Perkins (2019) demonstrated that by applying machine
learning techniques to early learning engagement data, it is feasible to identify students at risk of
failing as early as the fourth week of the Fall semester. Moreover, machine learning algorithms
can dynamically adjust the learning environment in real-time, providing each student with a
customised learning trajectory that optimally supports their progress and engagement (Ninaus et
al., 2019; Raj & Renumol, 2022).
Deep learning, which falls under the broader umbrella of machine learning, involves the use of
artificial neural networks with multiple layers - deep neural networks (DNNs). These networks are
inspired by the human brain's structure and functionality and are adept at processing and making
sense of large datasets, including complex and unstructured data like images, video, and audio.
The application of deep learning in education is particularly promising for analysing learners’
cognitive and emotional processes, with studies by Nguyen et al. (2022) and Tzirakis et al. (2017)
highlighting its potential. For example, multimodal deep learning approaches have been explored
for predicting intricate learning activities, such as those involved in shared regulation during
collaborative learning scenarios. These technological advancements in AI, machine learning, and
deep learning open new horizons for personalised and adaptive learning experiences in
education, offering the potential to deeply understand and enhance the learning process based
on individual learner data and interactions.

Generative AI (GenAI) and (Multimodal-) Large Language Models (M-LLMs)

Generative AI (GenAI) and (Multimodal-)Large Language Models (M-LLMs) represent significant
advancements in the field of artificial intelligence, offering profound implications for learning and
teaching. These technologies have the potential to revolutionise educational practices by
providing innovative tools for content creation, personalised learning, and interactive
engagement. Generative AI encompasses algorithms designed to produce new content such as
text, images, audio, and video that mimic human-generated work. In educational environments,
this type of AI can be used to create personalised learning resources, model real-life situations
for hands-on learning, and develop detailed simulations or models for scientific investigation. This
technology allows educators to offer varied, engaging, and customised learning experiences. For
instance, generative AI can formulate mathematical or physics practice questions, construct
historical recreations, or develop language exercises that adjust to a student's level of proficiency.
LLMs, such as GPT (Generative Pre-trained Transformer), are a subset of GenAI focused on
understanding, generating, and translating human language. These models can comprehend and
produce text in ways that are contextually relevant and syntactically coherent, making them
particularly useful for a variety of educational applications. LLMs can support personalised
learning by offering tutoring or feedback on written assignments, generating practice essay
prompts, and facilitating language learning through conversation simulations. Additionally, LLMs
can assist in the creation of instructional content, summarise academic texts, and even help in
drafting research papers or educational resources, thereby reducing the workload on educators
and enabling more focused and effective teaching strategies (Dwivedi et al., 2023; Nguyen et al.,
2024).
A recent study by Nguyen et al. (2024) has demonstrated the patterns of collaboration between
humans and AI in AI-assisted academic writing. This research provides insights into how AI tools
utilising LLMs are being integrated into the writing process, highlighting the ways in which these
technologies complement human skills to enhance productivity, creativity, and efficiency in
academic writing tasks. Multimodal Large Language Models (MLLMs) represent an advanced
evolution in the sphere of educational technologies, extending the capabilities of traditional Large
Language Models (LLMs) by integrating multiple forms of input and output, including text, images,
audio, and video. This integration enables MLLMs to understand and generate content across
various modalities, offering innovative avenues for learning and teaching that cater to diverse
learning preferences and needs. MLLMs have the potential to transform educational content
delivery by making it more interactive and engaging. For example, an MLLM can analyse a
scientific text and generate corresponding visual aids, such as diagrams or animations, to help
students better understand complex concepts. This multimodal approach caters to visual learners
and can aid in the retention of information by providing multiple reference points for understanding
material.
Furthermore, recent advancements in learning analytics have highlighted the potential of MLLMs
to support research in the learning process (Whitehead et al., 2024). These tools enable the
detailed analysis of educational data, helping researchers identify patterns and trends that inform
more effective teaching strategies and learning interventions. By leveraging MLLMs, educators
can gain deeper insights into student behaviours, engagement levels, and learning outcomes.
This allows for the creation of targeted interventions that cater to specific learning requirements.
This method not only increases the accuracy of educational research but also enhances the
quality of the learning experiences provided.

Opportunities in Enhancing Student Engagement through AI in Higher

Education
The incorporation of AI technology in higher education to enhance student engagement offers
immersive opportunities but also presents several challenges that need to be addressed. These
challenges are crucial not only for improving learning experiences but also for mitigating issues
stemming from technology advancement such as an over-reliance on GenAI.

Interactive Teaching Aids

Decades of research into Intelligent Tutoring Systems (ITS) have established that these systems
employ to provide immediate, personalised feedback and support to learners, akin to one-on-one
tutoring. These systems can assess student submissions, identify errors, and provide targeted
feedback to help students improve (Mousavinasab et al., 2021; Tchounikine et al., 2010). By
offering support that is tailored to the student's current level of understanding, ITS can enhance
student engagement and lead to learning outcomes (VanLehn, 2011).
However, despite their potential, Intelligent Tutoring Systems (ITS) have not seen widespread
adoption in formal educational settings across many countries. This limited uptake could be
attributed to several challenges, including issues related to technological accessibility, the digital
divide, and pedagogical integration (Nguyen, 2022; Nguyen, Hong, et al., 2020; Strobl et al.,
2019). Technological accessibility concerns arise from the substantial resources required to
implement and maintain ITS, which can be a barrier in under-resourced educational
environments. The digital divide further exacerbates this issue, as disparities in access to
technology limit the availability of ITS to all students. Additionally, integrating ITS effectively into
existing pedagogical frameworks poses another significant challenge, as educators must align
these advanced systems with traditional teaching methods and curricular goals. These factors
collectively hinder the broader adoption of ITS in formal education.
Recently, the widespread availability of GenAI, coupled with its advanced capabilities and ease
of access and adoption, has introduced new affordances to teaching and learning (Enriquez et
al., 2023; Nguyen et al., 2024). This accessibility allows for broader integration into various
educational settings, supporting a more dynamic and responsive learning environment. These
technological advancements enable educators and students to engage with content in innovative
ways that were previously unattainable.
GenAI can serve as dynamic teaching assistants, offering educators a range of tools to enhance
their teaching methods. Teachers can use GenAI to create diverse educational materials that
incorporate text, visuals, and audio, making lessons more dynamic and engaging. Moreover,
GenAI can assist in evaluating students' work by examining written assignments, presentations,
and spoken responses, providing comprehensive feedback that covers both the textual and
auditory elements of the content. Thus, generative AI is transforming the educational field, making
it more interactive and adaptable to the needs of today’s learners.

Personalised Learning Experience and Accessibility

While personalised learning has been acknowledged as an effective method that customises
educational experiences to meet the specific needs of individual learners (Xie et al., 2019; Zheng
et al., 2021), the significant resources needed to put this model into practice make it challenging
to adopt on a large scale (Nguyen, Gardner, et al., 2020). The advent of technology and new
learning platforms, such as Massive Open Online Courses (MOOCs), has advanced the concept
of personalised learning by providing scalable educational resources (Fan et al., 2023). However,
these resources are often static and do not truly cater to the unique needs of each learner.
Numerous studies have explored the development of personalised learning, resulting in various
prototypes that aim to enhance its feasibility and effectiveness (Denny et al., 2015; Hsieh et al.,
2012). Yet, similar to ITS, these personalised learning systems have not been broadly integrated
into mainstream educational settings. The key challenge remains the static nature of the
resources, which fails to dynamically adapt to the evolving needs of individual learners.
The recent availability of GenAI technologies has further propelled the personalised learning
experience by facilitating real-time interactions with each learner. This capability of GenAI to
provide instantaneous feedback and tailor learning materials according to individual student
needs represents a transformative step towards true personalised learning. Moreover, GenAI
enhances educational accessibility and convenience, allowing students to interact with learning
materials anytime and anywhere. This flexibility is particularly beneficial for learners who need to
balance educational pursuits with other commitments or those who prefer studying outside
conventional classroom settings. By generating personalised content, assessments, and
feedback dynamically, GenAI supports a variety of learning styles and schedules, thereby
increasing engagement and making education more responsive to the diverse needs and
lifestyles of students. This round-the-clock availability of tailored educational resources through
GenAI not only makes learning more accessible but also substantially enriches the overall
learning experience.
Furthermore, AI technologies, such as natural language processing and speech recognition, can
make learning materials more accessible to students with disabilities (Nguyen et al., 2018). For
instance, AI-powered tools can automatically generate captions for lecture videos or provide real-
time language translation, removing barriers to access and engagement for a broader spectrum
of students.
However, much more work is needed to realize a fully personalised learning experience where
an AI system can comprehensively understand a learner's profile, accurately establish their
learning model, and adapt the content to best fit their individual needs. This involves not only
technological advancements but also a deeper integration of educational theories and practices
to ensure that AI-driven personalization enhances learning outcomes without compromising
educational equity or integrity.

Concerns and Challenges of Implementing AI in Higher Education

The integration of AI, particularly Generative AI, into education brings substantial benefits but also
raises significant ethical issues and challenges to academic integrity that need to be thoughtfully
examined and managed (Crawford, Cowling, & Allen, 2023; Holmes et al., 2021; Nguyen et al.,
2023). One of the foremost ethical concerns involves data privacy. The use of AI in education
often requires the collection and analysis of large amounts of personal data from students,
including learning patterns, performance metrics, and potentially sensitive information. This raises
questions about who has access to this data, how it is used, and how the privacy of individuals is
protected. Institutional leadership plays a crucial role in ensuring the ethical deployment and
management of ChatGPT by establishing standards and practices that prioritize transparency,
accountability, and the protection of user data (Crawford, Cowling, & Allen, 2023).
Another significant ethical issue is the potential for bias in AI algorithms (Baker & Hawn, 2021).
These systems can inadvertently perpetuate existing biases present in their training data, leading
to unfair treatment of certain student groups. This can affect assessments, recommendations,
and the personalization of learning experiences, potentially disadvantaging students based on
race, gender, or socioeconomic status.
Moreover, the integration of AI technologies in educational settings also poses challenges to
academic integrity (Kasneci et al., 2023; Kishore et al., 2023; Nguyen et al., 2024). As students
increasingly rely on AI-generated content, there is a risk that it could facilitate academic
dishonesty, making it difficult to ascertain whether work submitted is truly indicative of a student's
own understanding and effort. This reliance on AI tools also raises concerns about students’
development of critical thinking and problem-solving skills, as the ease of access to information
might deter deeper engagement with learning materials.
Addressing these issues requires a thoughtful approach that includes setting clear policies on the
ethical use of AI, ensuring transparency in AI operations, and educating students and educators
about the implications of using such technology (Nguyen et al., 2023). It also necessitates ongoing
monitoring and evaluation to ensure that AI tools are used in ways that uphold academic
standards and promote a fair and equitable learning environment. Ensuring that these tools are
developed and implemented with an awareness of these ethical concerns and academic
challenges is crucial for harnessing the potential of AI in education while safeguarding the values
of the educational community.
 Future Research Directions
This special issue titled “Enhancing Student Engagement using Artificial Intelligence (AI) and
chatbots like ChatGPT” consists of a commentary and seven articles that examine the integration
of AI technology in various educational settings, including higher education and language
learning, across countries such as Australia, the United Kingdom, Vietnam, Cyprus, and GCC
nations. This issue provides detailed insights into the adoption of AI tools and their impact on
enhancing educational processes and student engagement. Each contribution explores both the
potential benefits and the challenges associated with the implementation of AI technologies in
educational environments. The articles collectively contribute to a broader understanding of how
AI can influence educational practices and learner outcomes globally, presenting evidence-based
evaluations and recommendations.
As we continue to explore the intersection of AI and education, several promising avenues for
future research emerge, particularly in enhancing student engagement via AI technologies. One
of the key areas of interest is the development of adaptive learning systems that can more deeply
personalise the learning experience. This involves not just adjusting the difficulty of tasks based
on student performance but also integrating multimodal data, including emotional and behavioural
cues, to adapt the learning environment more holistically to individual student needs (Järvelä et
al., 2023).
Another vital research direction is the exploration of ethical AI use in education (Nguyen et al.,
2023). This includes addressing concerns related to data privacy, algorithmic bias, and the digital
divide (Kishore et al., 2023). It is essential to develop guidelines and frameworks that ensure the
equitable use of AI across diverse educational contexts (e.g., public and private schools, rural
and urban schools) and populations (e.g., students with disabilities). Research could focus on
creating transparent AI systems where the decision-making processes are clear to all
stakeholders, thereby fostering trust and broader acceptance.
Moreover, stepping beyond individual learning, the integration of AI into collaborative learning
environments presents an exciting area for investigation. AI could play a crucial role in facilitating
group interactions, supporting peer learning, and even mediating discussions, potentially
transforming how group learning is conducted both in physical and virtual classrooms.
Investigating the long-term impacts of artificial intelligence on learning outcomes and student
engagement is a crucial area of study that requires a sustained and methodical approach.
Longitudinal studies, in particular, are essential as they can track the effects of AI integration over
extended periods, providing a richer, more nuanced understanding of how continuous interaction
with AI technologies influences students' educational journeys. These studies could examine a
variety of factors, including academic performance, cognitive development, and emotional and
social engagement, to determine how AI tools affect these areas over time.
Furthermore, longitudinal research could help identify the specific characteristics of AI tools that
are most effective in enhancing learning and engagement. For example, studies could compare
the impacts of AI systems that provide personalised learning paths versus those that offer more
generic support. This would not only help in understanding the potential of AI in education but
also in refining AI tools to better meet the needs of learners. Such research could also explore
whether AI technologies contribute to closing achievement gaps between different groups of
students or if they inadvertently perpetuate or exacerbate existing disparities. This would involve
analysing the accessibility of AI technologies among students from diverse socio-economic,
racial, and geographical backgrounds and evaluating the equity of AI-driven educational
opportunities.
In conclusion, as we stand on the brink of a potential new era in education shaped by the
pervasive influence of AI technologies, this special issue, with its diverse contributions, offers
critical views from various perspectives on the role of AI in higher education. These contributions
lay a solid foundation for exploring effective strategies to enhance student engagement through
AI in this sector. It is our hope that this issue not only provides essential insights into the
phenomenon but also stimulates fresh ideas and perspectives. Furthermore, it aims to serve as
a guidepost for future necessary research in the field, encouraging continued exploration and
understanding of how AI can most effectively benefit higher education environments.

Acknowledgements
The author(s) disclose that they have no actual or perceived conflicts of interest. This research
has been funded by the Research Council of Finland (aka. Academy of Finland) grants 350249,
and the University of Oulu profiling project Profi7 Hybrid Intelligence - 352788. During the
preparation of this work, the first author used OpenAI's GPT-4 tool for text editing but after utilizing
this tool, the first author reviewed and edited the content as needed and took full responsibility for
the publication's content, ensuring compliance with the principles set forth by Crawford, Cowling,
Ashton-Hay, et al (2023). The authors list the following CRediT contributions: Andy Nguyen:
Conceptualization, Investigation, Writing - Original Draft; Marios Kremantzis: Writing - Review &
Editing, Project administration; Aniekan Essien: Project administration; Ilias Petrounias: Project
administration; Samira Hosseini: Project administration.
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