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Available. Open Access. Open Access
Article
Publication date: 13 June 2024

Patrick Adriel Aure and Oriana Cuenca

This exploratory study innovates the pedagogy of undergraduate business research courses by integrating Generative Artificial Intelligence (GAI) tools, guided by human-centered…

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Abstract

Purpose

This exploratory study innovates the pedagogy of undergraduate business research courses by integrating Generative Artificial Intelligence (GAI) tools, guided by human-centered artificial intelligence, social-emotional learning, and authenticity principles.

Design/methodology/approach

An insider case study approach was employed to examine an undergraduate business research course where 72 students utilized GAI for coursework. Thematic analysis was applied to their meta-reflective journals.

Findings

Students leverage GAI tools as brainstorming partners, co-writers, and co-readers, enhancing research efficiency and comprehension. They exhibit authenticity and human-centered AI principles in their GAI engagement. GAI integration imparts relevant AI skills to students.

Research limitations/implications

Future research could explore how teams collectively interact with GAI tools.

Practical implications

Incorporating meta-reflections can promote responsible GAI usage and develop students' self-awareness, critical thinking, and ethical engagement.

Social implications

Open discussions about social perceptions and emotional responses surrounding GAI use are necessary. Educators can foster a learning environment that nurtures students' holistic development, preparing them for technological challenges while preserving human learning and growth.

Originality/value

This study fills a gap in exploring the delivery and outcomes of AI-integrated undergraduate education, prioritizing student perspectives over the prevalent focus on educators' viewpoints. Additionally, it examines the teaching and application of AI for undergraduate research, diverging from current studies that primarily focus on research applications for academics.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 2
Type: Research Article
ISSN: 2397-7604

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