College Students' Perspectives on the Utilization of Gemini as a Learning Assistance Tool
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Abstract
Research Aims: This research aims to understand the views of students towards the use of Gemini as an aid in learning activities in the university environment. In particular, this research explores the effectiveness of Gemini in helping to complete lecture assignments, accelerate access to information, and support independent learning. In addition, this research identifies the concerns of students regarding the potential dependence on technology and the validity of information generated by the AI platform.
Design/methodology/approach: The approach used is quantitative descriptive. Data was collected through an online questionnaire that was distributed to FISIPOL students of Tidar University. A total of 87 students from the Law, Communication Science, and State Administration study programs became respondents. The research instrument uses a 5-point Likert scale and has reliability with a Cronbach's Alpha value of 0.791. The sampling technique used is purposive sampling.
Research Findings: The majority of students consider Gemini to be effective in helping to complete academic tasks, accelerate information search, and increase learning independence. Even so, there are concerns about the accuracy of information and the potential dependence on technology. Students' critical attitude towards the results of Gemini is maintained.
Theoretical Contribution/Originality: This research enriches the literature on the adoption of AI technology in higher education and emphasizes the importance of developing digital literacy and ethical awareness in the use of AI-based technology.
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