Incorporation of Deep Learning-Based AI Tools in Education: A Statistical Evaluation of the Perceptions of Gen-Z and Millennials

Abstract

The Millennials (1981–1995) witnessed conceptualization, adaptation, incorporation, and improvement of numerous technological aspects like the first personal computers by IBM in 1981 as well as the ARPANET adoption of the TCP/IP protocol which is the fundamental basis for the internet. The Generation Z (Gen-Z) (1996–2010) are born in a period that practically amalgamated a wide range of technologies in various realms – cloud computing, machine learning, introduction of e-commerce, big data analysis, mobile technology, automations, etc. Some of the existing deep learning-based tools are ChatGPT, TensorFlow (open-source library developed by Google), PyTorch (deep learning-based digital library), Keras (TensorFlow and allows users to quickly prototype and experiment with deep learning models), and OpenCV (open-source computer vision library that includes a wide range of image and video processing algorithms). In the academic sector, the Millennials (42–28 years of age) are currently the educators, and the Gen-Z (13–27 years of age) can be from any stage of life – students to educators. The study is to statistically evaluate the perceptions of Gen-Z as well as the Millennials in the incorporation of deep learning-based AI tools in education. The research framework used is the unified theory of acceptance and use of technology-3 (UTAUT-3) model. The research methodology is a qualitative analysis based on the data collected in a questionnaire from 200 participants; 100 each from Gen-Zs and Millennials. The study is limited to the understanding of perceptions regarding application of the deep learning-based AI tools in education. The technical aspects and knowledge required to create deep learning tools are not in the scope.

Citation

Nair, R. (2024), "Incorporation of Deep Learning-Based AI Tools in Education: A Statistical Evaluation of the Perceptions of Gen-Z and Millennials", Hack-Polay, D., Lock, D., Caputo, A., Lokhande, M. and Salunkhe, U. (Ed.) Global Higher Education Practices in Times of Crisis: Questions for Sustainability and Digitalization, Emerald Publishing Limited, Leeds, pp. 199-227. https://doi.org/10.1108/978-1-83797-052-020241013