Evaluating Student Perceptions of Artificial Intelligence Hype Across

Various Fields
A PG Dissertation

Submitted to the Central University of Himachal Pradesh

In partial fulfilment for the Degree of

Master of Business Administration (MBA)

In the Department of HPKV Business School

School of Commerce & Management Studies

Under the supervision of

Name of the Mentor: Dr. Devesh Kumar

Designation: Assistant Professor

By

Name of the Student: Nitin

Registration No: CUHP22MBA70

MBA Batch (2022-2024)

Central University of Himachal Pradesh Dharamshala, Himachal Pradesh

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 Central University of Himachal Pradesh

School of Commerce and Management Studies

Certificate cum Declaration

I Nitin, Registration no CUHP22MBA270 a student of MBA Batch 2022-2024,

Department of HPKV Business School, School of Commerce and Management Studies,
Central University of Himachal Pradesh, hereby certify that the PG Dissertation,
entitled, “Evaluating Student Perceptions of Artificial Intelligence Hype Across Various
Fields” has been prepared by me after undergoing prescribed research work, as a part
of requirement of the MBA programme of the Central University of Himachal Pradesh.
I declare to the best of my knowledge that no part of this PG Dissertation was earlier
submitted for the award of any other degree/diploma to any university or institute.

Date Signature:(………………)

Name: Nitin

Roll No: CUHP22MBA70

Signature of the Mentor: (……………………………)

Name of the Mentor: Dr Devesh Kumar

Date:

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 Abstract

This study attempts to examine the, Evaluating Student Perceptions of Artificial

Intelligence Hype Across Various Fields. The data is collected from 223 Students from
various fields. The online questionnaire was circulated among the students, data is
analyzed and interpreted by using the descriptive statistics in MS excel. The study
reveals a generally positive attitude and significant interest among students towards AI.
This study investigates students' interest in and knowledge about artificial intelligence
(AI), as well as their perceptions of AI hype across various fields. The research shows
that most students are really interested in AI, and they want to learn more and maybe
even work with it in the future.

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 Acknowledgement

At the outset, I thank my God Almighty, for blessing me with this opportunity and for
giving me the wisdom, strength, ability and perseverance to complete the work
successfully. I would like to express my heartfelt gratitude to everyone who has
contributed to the completion of my MBA dissertation. This work would not have been
possible without the unwavering support and guidance of numerous individuals and
institutions. I am deeply thankful for their invaluable contributions. I extend my
gratitude to Central University of Himachal Pradesh for giving me this opportunity.

I would like to extend my deepest appreciation to my faculty mentor Dr. Devesh

Kumar and respective teachers who taught us research related courses. Their expertise,
knowledge, and unwavering commitment have been instrumental in shaping the
direction and quality of this study. Their guidance, constructive feedback, and
encouragement have been invaluable throughout this journey.

I am immensely grateful to all the research participants who generously shared their
time, experiences, and perspectives. Their willingness to participate in interviews,
surveys, and provide valuable data has been crucial in enriching the depth and breadth
of my study. Their contributions have not gone unnoticed, and I am sincerely thankful
for their involvement.

Lastly, my deepest gratitude goes to my family and friends for their unwavering support
and understanding throughout this demanding journey. Their love, encouragement, and
patience have provided the foundation of emotional strength that allowed me to
persevere in the face of challenges. Their belief in me has been a constant source of
motivation.

Thanking you

Nitin

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 Table of Content

Sr. No. Content Page No.

1 Chapter 1: Introduction 7

1.1 Introduction 8

1.2 Introduction to Artificial Intelligence 9

1.3 Historical Background 10

1.4 Core Technologies of AI 10-12

1.5 . Benefits of Artificial Intelligence (AI) 12-13

1.6 Disadvantages of Artificial Intelligence (AI) 13-14

2 Chapter 2 Literature Review 15

2.1 Literature review 16-22

2.2 Research gap 22

3 Chapter 3 : Research Methodology 23

3.1 Research Objectives 24

3.2 Need and significance 24

3.3 Research design 24

3.4 Sample design 25

3.5 Data Collection 25

3.6 Instruments 25

3.4 Data Analysis 25

4 Data Analysis and interpretation 26-34

5 Findings, conclusion and limitations 35-37

Bibliography, references and websites 38-40

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Annexure - Questionnaire 41-45

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CHAPTER 1

INTRODUCTION

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1.1. Introduction
Artificial intelligence (AI) integration is growing in frequency and transforming diverse
industries which include healthcare, banking, education, and so on. Within the cutting-
edge digital age As it will become greater integrated in our each day lives, it turns into
computerized there's a superb need to recognize the consequences, abilities and
limitations of AI. In this technological revolution, college students’ expertise, mind-set
and consciousness of AI is one of the maximum critical groups to be assessed. The goal
of this look at is to find out the modern degree of AI expertise among college students
through inspecting their perceptions of the ability of the era, their awareness and how
it influences society. By investigating students’ perceptions and understandings of AI,
this observes targets to shed light on the present-day difficulty.
Several purposes have particular implications for understanding students’ perceptions
and knowledge of AI. First, college graduates form an enthusiastic team of
professionals and aspirants to navigate and shape the AI-dominated panorama. Second,
their reports with AI are not best associated with their instructional hobbies however
also impact their social interactions and ethical issues—the greater AI is integrated with
human concerns, the more it's going to affect them. Furthermore, pedagogical
techniques meant to promote a deeper comprehension of the AI technology and its
ramifications can be underlined via identifying loop holes and misjudgements in
university students' AI literacy.
This study uses a multi-pronged approach using surveys, interviews, and possibly focus
groups to explore college students’ perceptions, issues, and attitudes regarding the AI
journey Differs from known AI principles, AI classification disclosure, AI ethical
concerns, and AI -related career aspirations -Examining the theories, this theory
attempts to explain the overall picture of AI literacy among college [Link], by
means of highlighting the present day kingdom of AI consciousness among students,
this examine seeks to provide precious insights for instructional stakeholders, coverage
makers and researchers. Our hope is that the findings of this take a look at will tell
strategies for advancing AI training, fostering critical thinking about AI technologies,
and permitting students to navigate an AI-pushed destiny with self-assurance and know-
how.

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1.2. Introduction to Artificial Intelligence

Artificial intelligence (AI) has emerged as a transformative technology spanning many

fields, including healthcare, finance, transportation and entertainment AI goals of
creating intelligent systems that can mimic human cognitive processes learning,
analyzing, solving problems and making decisions The system can adapt to the
environment to analyze large records, gain insights, use better algorithms, machine
learning, and modify computationally We can trace the origins of AI to the mid-20th
century when pioneers like Alan Turing and John McCarthy thought about it round
They founded it. Since then, AI has skilled surprising growth, driven with the aid of
fantastic upgrades in computing power, the provision of big computing gadgets, and
advances in algorithms. Today, AI permeates normal existence with digital assistants
which include Siri, Alexa, streaming systems, self sufficient motors and smart domestic
devices Artificial intelligence (AI) has emerged as a transformative technology
spanning many fields, together with healthcare, finance, transportation and enjoyment
AI dreams of creating sensible systems which can mimic human cognitive methods
gaining knowledge of, studying, solving issues and making selections The device can
adapt to the surroundings to analyze massive records, benefit insights, use higher
algorithms, gadget getting to know, and modify computationally We can hint the origins
of AI to the mid-20th century whilst pioneers like Alan Turing and John McCarthy
notion approximately it spherical They founded it. Since then, AI has made incredibly
efficient advancements, pushing through dramatic improvements in computing power,
the availability of larger computing devices, improvements in algorithms and today AI
Siri, Alexa, streaming systems, self-monitoring motors, integrated digital assistants and
clever home meripulate devices with permeates daily life but the addition of widespread
use of AI compounds ethical, social and economic problems. Questions of privacy,
mission migration, algorithmic bias, and the potential of stand-alone guns have led to
debate over the development and responsible use of the AI generation

What is Artificial intelligence

Artificial intelligence (AI) is the replication of human intelligence in machines that
are trained to think like people and perform their activities. This phrase can also refer
to any machine that demonstrates characteristics linked with the human mind, such as
learning and problem solving.

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1.3. Historical Background

The concept of AI stretches back to ancient myths and folklore, but its official
development began in the mid-twentieth century. The term "manufactured insights" was
created by John McCarthy in 1956 at the Dartmouth Conference, where leading analysts
convened to discuss the possibility of creating machines that might duplicate human
insights. Early AI research focused on general reasoning and problem solving,
programs capable of playing chess, solving mathematical problems, and acquiring basic
language information
In the 1960s and 1970s AI improved dramatically, the basic brain networks developed
and became the standard for AI research.
Be that as it may, the field too confronts challenges, such as the trouble of scaling early
AI frameworks and the restrictions of computing control. These challenges led to
periods known as "AI winters," characterised by diminished financing and intrigued.
The 1980s saw a resurgence in AI investigation with the coming of master frameworks,
which utilised rule-based calculations to imitate the decision-making capacities of
human specialists in particular spaces. Be that as it may, these frameworks were
constrained by their dependence on broad hand-coded information bases.

1.4. Core Technologies of AI

Machine Learning
Machine learning (ML), often termed as artificial intelligence, is the discipline that
develops a method for a computer to learn from data. ML algorithms are typically
categorised into three types: Depending on the nature of the learning process, there are
three types that include: supervised learning, unsupervised learning, and reinforcement
learning.

Supervised Learning: Supervised learning as the name suggests involves training

machine algorithms with data sets where inputs and expected outputs are connected.
The goal is to create a kind of the mapping from inputs to outputs which is then used to
predict the outcomes of new previously unseen data. Some uses are classification of
pictures, speech recognition, and identification of spam.

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Unsupervised Learning: Unsupervised learning concerns the making of analysis on
datasets that have not been labeled at all. These algorithms are concerned with the
discovery of the pattern or, in other words, the Organization of the data and do not
impose any discrimination about which way to follow it. Some of the popular
techniques are in the family of clustering and dimensionality reduction that can be
classified in other classes of application that include customer segmentation and fraud
detection.

Reinforcement Learning: Another machine learning technique is reinforcement

learning whereby an agent employs decision making methods to choose an action to
take and which route to follow through, following the methods of reward and penalty.
As pointed out above, this technique is relevant to the areas of application such as
robotics, games, and auto-driving.

Deep Learning

Deep learning is a branch of arts that applies machine learning algorithms with layers
in their neural networks. A significant application is in the use of neural networks,
which are modeled on the human brain and are widely used in tools such as image and
voice recognition, calculation of language, and interactive gaming. The emergence of
deep learning cannot be said to have emerged in spite of the availability of massive
computing power, and more particularly GPUs and large data sets.

Natural Language Processing (NLP)

Textual understanding or explaining to the machine or computer is an area of AI known

as natural language processing. It includes translating conversations from one language
to another, identifying sentiments and emotions, and the use of conversational agents
that are commonly known as chatbots. New paradigms which have triggered the growth
of fresh models in the sector have included deep learning particularly the comparatively
new models such as the recurrent neural networks (RNNs), the transformers, and BERT
or the Bidirectional Encoder Representations from Transformers.

Computer Vision

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Computer vision concerns the capacity to complete the ability of making computers to
interpret and decide based on the information of the world that is relayed through vision.
Some of the major fields where computer vision can be used are facial and gesture
recognition, object identification, analyzing medical images, and self-driving cars.
There has for example been the convolutional neural networks (CNNs) which in most
cases are said to have spearheaded the progress of computer vision systems.

1.5. Benefits of Artificial Intelligence (AI)

Automation of Repetitive Tasks

AI is particularly good at dealing with routine and repetitive work, thus, making it
possible for people to engage in more challenging and creative processes. This
automation speeds up the process and saves time that could be used to work on other
projects. For example, in the area of customer support, AI-enabled chatbots can respond
to customers’ questions 24/7, and robotic process automation is useful in industries
such as finance and healthcare to automate routine paperwork.

Enhanced Decision Making

It is true that AI systems can analyze large datasets in a short amount of time and with
high accuracy and help in decision making. Therefore, there is an opportunity to
identify information that can be overlooked by the human analyst, which is a positive
outcome for the decision-makers in the context of the usage of machine learning
algorithms. This capability is most useful in areas such as finance, where AI can assist
with aspects including investment, risks, and fraud.

Improved Healthcare

Healthcare is one of the most important sectors that has been impacted by Artificial
Intelligence because it plays a role in the symptoms detection, treatment, and patient
management. Currently, Progressing diagnostic accuracy in early stages of diseases is
possible by using machine learning models for analyzing such images. Some of the
ways that the advancement of artificial intelligence is being used in the healthcare
setting include the ability to predict patient outcomes and determine the best line of
treatment. In addition, it can contribute to the process of developing new drugs, given

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the fact that AI can analyze biological information and find new drugs faster than it can
be done using more conventional methods.

Enhanced Customer Service

Virtual computing as well as chat assistants and bots offer optimal and precise
interactions with customers and even handle their complaints and queries immediately.
These tools do not require physical availability and can work for long uninterrupted
hours which helps in providing support to the customers right at any point in time thus
increasing customer satisfaction and customer loyalty.

Enhanced Safety and Security

AI is beneficial to safety and security across different sectors. In cybersecurity, there

are intelligent algorithms that recognize and in real time counter threats potentially
destructive to data and systems. In automotive and transportation sectors, the
applications of AI include; self-driving cars and smart safety systems such as ADAS,
decreasing the probabilities of accidents on the road.

Innovation and Creativity

AI makes innovation and creativity in the society for it offers new approaches to issues
and challenges. AI creates compositions in art and music, and the results are new works
of art that do not resemble the traditional artworks. In scientific research, AI is making
discoveries as fast as possible because it only takes shorter time in processing big data
to find new pattern out of it. These capabilities create new opportunities for creativity
and novelty in the design of objects.

1.6. Disadvantages of Artificial Intelligence (AI)

Job Displacement:

AI has capacity to initiate automation in many processes; this can result in job
displacements across multiple industries. There are very many jobs that are done over
and over again, especially those in manufacturing, customer care and transportation
which pose great risks. As a result of such displacements, various countries face serious

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economic and social hardships such as high rates of unemployment and the need for
extensive retraining programs.

Privacy Concerns:

AI technologies frequently rely on vast volumes of data, raising serious privacy

concerns. AI systems that collect, store, and analyse personal data may violate privacy
and misuse sensitive information. This is especially relevant in applications like as
surveillance, social media, and personalized marketing.

Security Risks:

AI structures may be prone to numerous safety threats, including hacking and

antagonistic attacks. Malicious actors can control AI structures by using feeding them
misleading records, inflicting them to behave unpredictably or make wrong selections.
Ensuring the robustness and security of AI structures is crucial to save you such risks.

High Costs:

Developing, implementing, and retaining AI structures may be costly. The charges

related to acquiring and processing large datasets, computing energy, and professional
employees can be enormous. Small corporations and growing nations may also war to
manage to pay for the investments required to leverage AI technology.

Dependence on Data Quality:

AI structures are especially dependent on the satisfactory of the records they're trained
on. Poor pleasant, incomplete, or biased facts can lead to inaccurate or unreliable AI
fashions. Ensuring the availability of amazing statistics is important for the powerful
functioning of AI structures.

Loss of touch:

The use of AI in industries such as healthcare, customer service and training can result
in the loss of the human touch, which is often necessary to achieve personalized
empathetic interactions If too much reliance is placed on AI it can has led to impersonal
comments and loss of consumer pride.

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 CHAPTER 2

LITERATURE REVIEW

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[Link] REVIEW

(Buabbas et al., 2023) From June to November 2021, Kuwait University conducted a
cross-sectional study to investigate medical students' perspectives of AI in education.
The poll, which received a 51% response rate from 352 students, found that nearly all
college students (99.1%) recognized AI's importance in healthcare. More than half
(60.5%) understood the fundamentals of artificial intelligence, while the vast majority
(93.4%) were familiar with the terminology. The majority (83.5%) said AI education
may help people succeed in their careers, and 82.1 percent supported AI education in
the curriculum. The study found high positive sentiments towards AI, with an
agreement that AI may revolutionize but not update healthcare practice. Ethical
approval was obtained, and the questionnaire indicated good reliability.

( Ragheb et al., 2022) Using the modified version of UTAUT, this looks at the factors
that seem to influence students’ behavioral intentions in using chatbot technology in
higher education. The test does not forget about experience, voluntariness, soft
variables, or pragmatics, but is primarily concerned with overall performance
expectations, expected effort, and social impact Structural equation modeling was used
to analyze data from 385 college students from the Arab Academy of Science,
Technology and Maritime Transportation. The data indicate that total performance
expectations, expected effort, and social influence all have a significant impact on
behavioral goals that is not reduced by gender or age effects. The findings highlight
crucial elements that influence the appeal of technology among Egyptian higher
education students.

(Park et al., 2022) In recent years, incorporating AI learning into K–12 education has
become vital. AI planning, in which an AI agent develops plans to complete tasks, is
an important idea. This article describes a visual interface that allows upper elementary
children (grades 3-5) to engage with AI planning in a game-based learning
environment. The take a look at uses a Use-Modify-Create scaffolding approach to
investigate scholar interactions and effects. The statistics display how this technique
benefited learning, in addition to the misconceptions and value problems found. The
examine, performed in Spring 2021 with 42 college students from 3 campuses,
highlights the significance of early AI training and powerful educational design.

16
(Sanusi et al., 2022) This research is about the abilities that K-12 children should have
while studying this subject within Nigeria, with regards to AI ethics. Based on a
numerical blueprint and a survey carried out with 605 students from high school levels,
this research indicates that cognitive capabilities are the most important aspect
influencing one’s understanding of artificial intelligence; other factors include working
alongside machines or tools just like any human would do so, learning independently
before being guided into specific areas by instructors who teach skills course code
instruction code after showing example code for each piece either through
experimenting together etc. It also showed that no mediation occurs between ethics and
these four factors but still has a minor effect, if any.

(Verma et al., 2022) The development of AI and ML has resulted in a further need for
appropriate competencies. Content Material looked at [Link] job postings and
found that ML positions favor technical skills including programming, fact mining,
information and massive facts, while AI roles favor communication and fashion skills.
Between July and December 2019, the records were converted into a collection by pure
scraping and keyword analysis of activity descriptions. Statistical analysis revealed
significant differences in talent aspirations, and ML jobs require more specialized
technical skills. These findings are useful for recruitment decisions and curriculum
modifications to meet professional needs.

(Chi & Hoang Vu, 2023) This study investigates how AI applications influence
communication quality and consumer trust. The study used confirmatory factor analysis
and structural equation modelling to conduct a survey of 507 Vietnamese banking and
telecommunications customers. The findings show that humanoidness and interactivity
boost consumer trust, whereas communication quality merely improves, and empathic
feedback directly encourages confidence in AI sentiments, making it useful for
maintaining customer ties even during pandemics. These insights enable AI to improve
consumer trust and communication quality for service providers in an increasingly
digital industry.

(Athaluri et al., 2023) This study investigates the frequency of AI hypotheses in

research proposals generated by ChatGPT. After screening 178 articles, it found that 69
articles did not have a DOI and 28 could not be searched online or did not have a DOI,
three being literature citations rather than research articles. These results highlight

17
limitations in ChatGPT’s ability to produce reliable references. The study underscores
the potential ethical and legal issues arising from AI hallucinations. It suggests that
enhancing training inputs with diverse and accurate data and frequent model updates
could improve reliability. Researchers should exercise caution when relying solely on
ChatGPT-generated references.

(Alshadidi et al., 2023) This study explores the use of artificial intelligence to diagnose
problems and perform patient-specific prosthetics The researchers examined 172 dental
documents related to AI from multiple databases, and finally 24 publications were
searched. The study met PRISMA criteria and included articles extracted from English-
language literature The findings show considerable AI breakthroughs in prosthodontics,
notably in CBCT and 3D scans, which improve diagnostic accuracy, error reduction,
and clinical decision-making. AI has shown promise in developing exact surgical
templates and measuring bone quality, showing its expanding influence on
prosthodontic rehabilitation by enhancing accuracy, minimizing mistakes, and
supporting clinical choices through better imaging and data analytics.

(Huang & Yang, 2020) Consequently, this paper sought to establish the typical
consumers influences towards the uptake of m-Health apps for managing weight. In
this us of proposed study, integrating the personal innovativeness (PI) and network
externality (NE) into the extended unified theory of acceptance and use of technology
2 (UTAUT2) model. In this cross-sectional study, 458 Taiwanese adults aged ≥21 years
completed an online self-administered questionnaire; Structural equation modeling was
used: a The model showed the MLS had significant direct effects on mental (β=0.381)
and physical (β=0.352) health , as well as indirect effects on mental (r2=0.206) and
physical (r2=0.241) health. The studies identified that pri conceive g control predict 5%
of variance in behavioral intention (BI). Us habit, perceived in easiness, user intention,
perceived importance, perceived usefulness to performance (PI), self-efficacy (NE),
and performance expectancy (PE) were the significant predictors of the model while
perceived social pressure influenced user intention only through PI and was a weak
predictor in the model. Education moderated some relationships. The results contribute
to the knowledge about how users can be encouraged to adopt m-Health apps and thus
benefit practitioners and researchers in the specified field.

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(Liu et al., 2024) This small-scale survey aimed at investigating the potential of
generative AI in enabling multimodal writing in students learning English as a foreign
language in a New Zealand University. Two sets of Chinese international
undergraduates whose classes were held in two different weeks were asked to work on
either a PowerPoint (PPT) design or a persuasive writing assignment. This study used
screen recordings, final texts and interviews with participants assessed by the text
writing tools such as ChatGPT, Bing chat, Quillbot and Grammarly. The analysis of the
findings showed that the PPT group produced more bridge texts and included AI-
produced images more often than the essay group that, in turn, paid much attention to
the argumentation of the questions. The paper describes various possibilities of the
textual production with the help of the generative AI as well as elaborates possible ideas
for the teaching and learning aids in the context of the generative AI integration into
learning processes.

(Xie et al., 2023) The purpose of this research was to analyze the usage of ChatGPT,
Bard from Google, and the AI provided by Bing in giving suggestions to young doctors
on clinical issues. The responses given by the LLMs were reviewed employing the set
guidelines, regarding how the proposed questions contained in psych clinical practice
were posed in terms of the ease of the response, reliability and suitability. In the
assessment, readability of the response in PLA rank was higher in ChatGPT than in the
other models including Bard and Bing AI. While the response time and fluency of the
models were close to each other, ChatGPT complied more closely with the guidelines
than Bard and Bing AI. The tests on readability of both ChatGPT as well as Bard
highlighted, they are statistically similar though there are notable disparities from Bing
AI. Importantly, the results suggest the positive implications of using LLMs for
improving the provision of medical education and aiding in decision making even when
still needing further refinement for operationalization.

(Deo et al., 2020) This study applies the Extreme Learning Machines (ELM) in
providing weighted scores (WS) and examination (EX) scores in the engineering
mathematics courses offered in an Australian university. Employing student result
records for the years from 2010 to 2015, ELM had a lower prediction error compared
to RF and Volterra models for ONC and ONL modes at 0. 74% and 0. 51% for mid-
level courses, The weighted average and the standard deviation of the fitness of the

19
benchmarks mid Level courses = 0 Is less than equal to 0. 77% and 0. 54% for advanced
courses. The implied conclusions state that ELM can help to stipulate student
performance, assist in the construction of the teaching and assessment strategies in the
course of the graduate programs and increasing the level of learning of the students in
the higher education system.

(Keles & Aydin, 2021) This research aimed at investigating university students’ attitude
towards artificial intelligence (AI) through respondent’s authentication with
Independent Word Association Test and content analysis. The participants of this
research study were 130 fourth year students from the Faculties of Education, Arts and
Sciences, Economics and Administrative Sciences in a university in Eastern Anatolia
during the academic year of 2018-2019. Consequently, findings showed that the
Education students had more sophisticated perceptive knowledge of AI than the other
faculties. Conversely, all groups had a negative rate of perception about AI. According
to the study, awareness and perception about AI can be introduced by including
evaluation on todays’ application of AI in the particular field of study of the students.

(Musavian et al., 2019) The purpose of this research is to understand how empathy level
affects students’ learning behavior. The students were pre-classified based on the
empathy measures obtained from the questionnaire and grouped in clusters using AI-
based clustering approach. Learning behaviors were assessed by the completion of a
teacher-administered questionnaire. It was found that there exist a negative correlation
between boys’ empathy scores and learning behaviors, which mean that lower empathy
is related to better learning behaviors. The students’ low empathy level was explained
by a cultural analysis, which indicated that there is always a cognitive factor involved
in learning. The results of the study demonstrate that empathy is not a simple concept
that can be easily applied in educational settings, and that cognitive factors are the most
important in the development of learning behaviors.

(Almaiah et al., 2022) In this paper, the aim is to understand anxiety in the context of
e-learning among university students with emphasis on social and computer anxiety.
Sample and data collection: The sample used in the study comprised 545 participants
who were selected from Al Buraimi University College in Oman. This research adopted
Structural Equation Modeling (SEM) via Smart PLS to establish the relationship
between the various dimensions of anxiety, motivation, satisfaction and self-efficacy.

20
Findings highlighted significant impacts: Immersion, interaction, and imagination on
AI anxiety; computer anxiety on self-efficacy; social anxiety on motivation and
satisfaction. The findings highlight the multifaceted interrelations of these factors in
influencing the students’ attitude and behavior toward AI in learning environment.

(Busch et al., 2024) This cross-sectional study aimed at exploring pharmacy students’
perceptions on the incorporation of artificial intelligence in Pharmacy faculties using
an online self-administered survey that targeted 387 international pharmacy students
from 16 faculties in 12 countries. The survey results show that the majority of the
respondents have positive attitudes towards the application of AI in medicine (58%)
with a significant number of users wanting to learn more about AI (72%). However,
students were found to have a low level of general knowledge about AI, only 63% and
were not well equipped with the knowledge about the application of AI in their future
professional lives, 51%. The analysis was done with respect to gender, tech-savviness,
and exposure to the AI education, which brought out the need to improve the training
in pharmacy schools on AI preparedness for student who are to practice in an
environment with integrated AI systems.

(Zawacki-Richter et al., 2019) The systematic review investigated 146 articles

produced between 2007 and 2018 on the application of AIEd to higher learning
institutions. It demonstrated how AI has its principal applications in computer science,
technology, engineering, and mathematics disciplines, mainly employing statistical
methods. These areas of AIEd were identified to be; intelligent assessment and
evaluation, intelligent teaching systems, adaptive systems, and user profile and
prediction. The review pointed out insufficient attention to the problems and
prospective ethical issues of AIEd, as well as the decrease in distance from the practical-
pedagogical approaches. As it emerges from the findings, there is a need for enhancing
the understanding of an ethical perspective and pedagogical approaches toward AIEd
implementation in higher learning contexts

(Sanusi at al., 2024) The current study used questionnaires to survey 320 secondary
school teachers and conducted quantitative structural equation modeling to analyze
their perceptions and behavioral intentions towards teaching AI. They established that
teachers’ attitude towards artificial intelligence (AT), perceived usefulness (PU),
relevance (RA) and their level of preparedness (RE) directly affected their willingness

21
to incorporate AI in teaching (BI). It is noteworthy to highlight that AI for social good
(SG) and confidence (CON) mitigated several relationships in the model. Altogether,
the findings pointed out the significance of assimilating AI education into teacher
professional development, stressing on both the opportunities and limitations that the
development could offer to K-12 education.

(Lillywhite & Wolbring , 2023) The study targeted STEM students from the University
of Calgary in order to assess their knowledge about the effectiveness of incorporating
AI/ML in enhancing well-being. The outcomes outlined showed that student preferred
predispositions to abilities related to a good life, to match the index of well-being. They
saw AI/ML as positively impacting the disabled and the elderly but less so vulnerable
populations and LDCs in the global south. A techno-positive orientation was observed,
and pure negativity was found limited across the indicators. These insights were
gathered through a mixed-methods survey, which involved content analysis as well as
quantitative data to provide a comprehensive understanding of these perspectives. Such
a strategy underlines the need to take into account students’ views regarding the
application of AI/ML governance and ethics in learning.

(Chai et al., 2020) This research aimed at assessing the factors that affect the Chinese
secondary school students’ learning intention towards AI, based on theory of planned
behavior. A set of cross-sectional questionnaires was administered to 545 students
following the completion of an AI course, and they found that AI literacy, subjective
norms, and AI anxiety impacted the students’ attitudes, perceived behavioral control,
and intentions. Regarding attitudes, there was perceived usefulness, social good
potential, and using AI. Two factors that contributed to the learning of AI and the
optimism towards AI also came into play. The findings were further analysed using
Structural Equation Modeling, which showed that out of the 33 proposed hypotheses,
25 were supported, thus demonstrating the influence of these factors on the students’
intention to learn AI. The outcomes of the current study can help in the implementation
of AI in curriculum to enhance educational achievement.

[Link] Gap

This is a recent technology and getting very popular amongst students. No much work
has been done to examine the perception of students

22
 CHAPTER 3

RESEARCH METHODOLOGY

23
3.1. Research Objective

1. To assess the level of interest in AI among participants and identify the factors
that influence their desire to learn more about AI and pursue a career in this
field.

2. To evaluate the depth of participants' knowledge about AI, including their

understanding of basic concepts, distinctions between different AI
technologies, and awareness of ethical issues.
3. Evaluating Student Perceptions of Artificial Intelligence Hype Across Various
Fields

3.2. Need and significance of the study

The study of evaluating student perceptions of artificial intelligence (AI) hype across various
fields is crucial due to the increasing integration of AI in numerous aspects of society, including
education, healthcare, business, and entertainment. There has been a significant amount of
public interest in AI due to its rapid advancements and widespread media coverage which have
created unrealistic expectations in some cases. For a number of reasons, it is important to
determine how students, who are the future workforce and decision-makers, understand this
hype. Firstly, it allows educators to design curricula that truly reflect what AI can and cannot
do so that students are well-informed and adequately prepared for their future careers.
Secondly, it shows how young people’s career choices are being shaped by media discourses
around AI and attitudes towards technology. Information such as this would assist policy
makers and educational institutions, by doing so it enables them in coming up with strategies
that will address the issues hence fostering a more balanced understanding of AI among the
student population: finally, some misconceptions or gaps in comprehension can be identified.
This is vital since an emerging AI will become increasingly critical for society calling for a
future workforce that is well-prepared and knowledgeable.

3.3. Research Design

The research design involves a cross-sectional survey targeting university students

across various disciplines. It describes the methodology for data gathering,
quantification, and analytical analysis. The cross-sectional survey research approach
was used for this investigation. A cross-sectional study, which is a type of descriptive
research, collects data from a population or sample at a certain time point as part of its

24
design. It aims to assemble data on key factors at a certain moment in order to provide
a snapshot or "cross-section" of the population.

3.4. Sample Design

The target population for the research was student from various field and the sample
participants consisted of 223 students from various field. The sampling technique for
the research study can be classified as a combination of convenience sampling and
snowball sampling. Majority of the sample participants are the students from various
fields.

3.5. Data Collection

Primary data was gathered for the study about Student Perceptions of Artificial Intelligence
Hype Across Various Fields. The researcher administered questionnaires personally and
through online google forms among the study participants. In total, 223 filled up
questionnaires were returned. Out of the total respondents, 54 were female participants
and 169 were male. The mean age of the participants was 24+ years and 50.2 per cent
of the respondents were graduates.

3.6. Instruments

The authors investigated the focus constructs using validated instruments from the
existing literature that evaluated respondents' replies on a Likert-style five-point scale.

3.7. Data Analysis

Data is analyzed by using the descriptive statistics in MS Excel.

25
 CHAPTER 4

DATA ANALYSIS AND

INTERPRETATION

26
Data Analysis and Interpretation

The core of the research is contained in this section. It transforms the unprocessed data
into meaningful, broadly applicable insights. Here, the information acquired from the
intended sample, which consists students from various field, will be
thoroughly analyzed and interpreted here in a much-delineated way. This section
further describes the descriptive part, i.e., respondents' demographic profiles. Suitable
Statistical techniques like descriptive analysis, were systematically applied with the
help of MS-excel.

Demographic profile of respondents

Frequency analysis has been done to interpret the demographic factors.

Respondents’ Classified Based on Gender

Particulars Frequency Percent

Male 169 75.8

Female 54 24.2

Total 223 100.0

27
The table shows an analysis of respondents based on gender, with a total of 223 replies.
According to the data, 169 respondents were male, accounting for 75.8% of the entire
sample. In contrast, 54 responders are women, accounting for 24.2% of the sample. It
can be observed that the number of male students is much higher as compared to the
number of female students.

Respondents’ Classified Based on Age

Age Frequency Percent

Under 18 5 2.2

18-20 22 9.9

20-22 32 14.3

22-24 76 34.1

24+ 88 39.5

Total 223 100

Chart Title
250

200

150

100

50

0
Under 18 18-20 20-22 22-24 24+ Total

Frequency Percent

28
The above table & figure both portray that age is further classified into; the first group
which consist of students who are under 18 i.e. 5 respondents, which is 2.2% of the total.
The second group is from18-20 years, in which there are 22 respondents or 9.9% of the
total respondents. The third group belongs 22-24 years, in this category, there are 32
respondents or 14.3% of the total respondents. The fourth group belongs to 22-24 years,
in this category, there are 76 respondents or 34.1 % of the total respondents. The last
group consist of students who are above 24 years in this category, there are 88
respondents or 39.5% of the total respondents. Therefore, it can be interpreted that
majority of the respondents belong to the age group 24+ years.

Respondent’s classification based on Educational Qualifications

Educational Qualification

Particulars Frequency Percent

12th 6 2.7

Under Graduate 37 16.6

Graduate 112 50.2

Post Graduate 68 30.5

Total 223 100

29
 Chart Title
250

200

150

100

50

0
12th Under Graduate Graduate Post Graduate Total
Educational Qualification Frequency Educational Qualification Percent

The above table and figure puts in view that out of the total respondents, 50.2 %
respondents are Graduates, 30.5 % respondents are Post Graduate and 16.6%
respondents are Under Graduates and 2.7 % respondents are 12th pass. It is clear from
the above data that majority of the respondents are graduates.

Objective 1: To assess the level of interest in AI among participants and identify the
factors that influence their desire to learn more about AI and pursue a career in this
field.

Descriptive statistics for Students interest in AI

S. No. Interest in AI N Mean

1 I am interested in learning more 223 3.605381

about AI.

2 I plan to pursue a career in AI or a related field. 223 3.439462

3 I believe AI is an important area of study 223 3.591928

30
The findings of the study analysing students' interest in AI show a generally good
attitude towards the topic. Here's the explanation based on the descriptive statistics:

The first statement, "I am interested in learning more about AI," has a mean score of
3.605. This implies that, on average, students agree with this statement, indicating a
strong desire to study more about artificial intelligence. The second statement, "I plan
to pursue a career in AI or a related field," has a mean score of 3.439. This score is also
higher than the neutral midpoint of 3, showing that many students are considering a
career in AI or related subjects. The third statement, "I believe AI is an important area
of study," has a mean score of 3.592. This finding implies that students understand the
importance of AI as a subject of study.

All three statements have mean ratings above 3, indicating that students generally agree.
They have a strong interest in AI, are exploring jobs in the subject, and understand its
significance. These findings indicate that participants had a positive attitude towards
AI, suggesting a desire to learn more about it and maybe engage with it professionally
in the future.

Objective 2: To evaluate the depth of participants' knowledge about AI, including their
understanding of basic concepts, distinctions between different AI technologies, and
awareness of ethical issues.

Descriptive statistics for Students knowledge about A

T. No. Knowledge about AI N Mean

1 I understand the basic concepts of AI. 223 3.434978

2 I can explain the difference between 223 3.596413

machine learning and deep learning

3 I am aware of the ethical issues 223 3.313901

surrounding AI.

31
The survey results on students' knowledge of AI show a generally high degree of
understanding and awareness. Here's the explanation based on the descriptive statistics:

The mean score for the statement "I understand the fundamental concepts of AI" is
3.434. This implies that, on average, pupils agree with this assertion, suggesting a
strong basic comprehension of AI ideas. The mean score for the statement "I can explain
the difference between machine learning and deep learning" is 3.59. This score is also
higher than the neutral midpoint of 3, indicating that many students can distinguish
between these two important areas of AI. The mean score for the statement "I am aware
of the ethical issues surrounding AI" is 3.314. While this score is slightly lower than
the other two, it is still higher than 3, indicating that students are generally aware of the
ethical issues of artificial intelligence.

All three statements have an average score of more than 3. This means students
generally have the same opinions on them. It’s clear from this result that the students
have an understanding of what AI is all about including machine learning or deep
learning while distinguishing them from one another; they also know the moral
problems linked with it. A reasonable amount of knowledge concerning AI, which
comprises its technicalities as well ethics, is shown by those results.

Objective 3: Evaluating Student Perceptions of Artificial Intelligence Hype Across

Various Fields

Descriptive statistics for Perception of AI Hype

U. No. Perception of AI Hype N Mean

1 Media coverage of AI is often exaggerated. 223 3.053812

2 AI advancements are frequently overhyped in the 223 3.273543

news.

3 The portrayal of AI in movies and TV shows is 223 3.327354

unrealistic.

32
 4 Companies overstate the capabilities of their AI 223 3.524664
products.

5 AI is often marketed as a solution to all problems, 223 3.591928

which is misleading.

6 The hype around AI in business settings leads to 223 3.556054

unrealistic expectations.

7 Educational institutions emphasize AI as a 223 3.520179

revolutionary field too much

8 The hype around AI influences students' career 223 3.565022

choices disproportionately.

9 There is too much focus on AI at the expense of 223 3.529148

other important fields of study.

10 Society places too much trust in AI without 223 3.461883

understanding its limitations

11 The general public has unrealistic expectations of 223 3.533632

what AI can achieve.

12 The hype around AI contributes to fear and 223 3.399103

misunderstanding about the technology.

13 AI hype will lead to disappointment when 223 3.497758

expectations are not met.

14 The current level of hype around AI is sustainable 223 3.443946

and necessary for progress.

15 The excitement around AI is justified given it's 223 3.484305

potential

With the table provided, we can figure out what the students think about AI hype by
looking at the average scores for each statement. The scale goes from 1 to 5, with a
score above 3 showing agreement and a score below 3 showing disagreement.

Tabel Show that all the mean scores are above 3, it can be inferred that students
generally agree with all the statements regarding AI hype. They contend that

33
exaggerations of AI's potential and capabilities by the media, businesses, and academic
institutions can give rise to erroneous assumptions and misconceptions. They do
concede, though, that given AI's potential, some enthusiasm is warranted. This balanced
view implies that students are aware of the problems with overhype but are also aware
of the great potential and influence of AI.

34
 CHAPTER 5

FINDINGS, CONCLUSION AND

LIMITATIONS

35
Findings

The study reveals a generally positive attitude and significant interest among students
towards AI. For the first objective, descriptive statistics indicate that students are eager
to learn more about AI, with a mean score of 3.605 for the statement "I am interested
in learning more about AI." Additionally, the mean score of 3.439 for the statement "I
plan to pursue a career in AI or a related field" suggests that many students are
considering a career in AI. The high mean score of 3.592 for "I believe AI is an
important area of study" further confirms their recognition of AI's significance.
Regarding the second objective, students demonstrate a solid understanding of AI
concepts. The statement "I understand the basic concepts of AI" has a mean score of
3.434, indicating a good foundational knowledge. A higher mean score of 3.596 for "I
can explain the difference between machine learning and deep learning" shows their
ability to distinguish between key AI technologies. Although slightly lower, the mean
score of 3.314 for "I am aware of the ethical issues surrounding AI" still indicates a
general awareness of AI's ethical implications. For the third objective, students'
perceptions of AI hype are critical yet balanced. All statements regarding the hype
around AI have mean scores above 3. This includes the belief that media coverage,
company claims, and educational emphases on AI are often exaggerated. Statements
like "Companies overstate the capabilities of their AI products" (mean score 3.524) and
"AI is often marketed as a solution to all problems, which is misleading" (mean score
3.591) reflect scepticism. However, students also acknowledge the justified excitement
around AI given its potential, as indicated by the mean score of 3.484 for "The
excitement around AI is justified given its potential."

In summary, the findings highlight that students are highly interested in AI, possess a
solid understanding of its concepts, and maintain a critical yet optimistic view of the
surrounding hype. They recognize both the potential and the limitations of AI,
indicating a well-rounded perspective on the subject.

Conclusion

In conclusion, the study indicates a strong interest and positive attitude towards AI
among students, coupled with a solid understanding of its foundational concepts and a

36
balanced perspective on its hype. The descriptive statistics reveal that students are eager
to learn more about AI and consider it a significant field of study, with many
contemplating careers in AI or related areas. Their knowledge encompasses
fundamental AI concepts and distinctions between key technologies like machine
learning and deep learning, as well as an awareness of ethical issues associated with
AI.
In conclusion, students exhibit a balanced view of AI hype. They are critical of
exaggerated claims and unrealistic portrayals but also appreciate AI's potential. This
balanced perspective is crucial for navigating the future landscape of AI, as it combines
scepticism with optimism, ensuring that students remain grounded while being open to
the possibilities that AI brings.

Limitations

Although examining the high hype of artificial intelligence (AI) in different fields
through student perceptions is useful, some limitations should be noted. One, the level
of variation in student background and experiences in learning might make it difficult
for one to generalize across all students. Moreover, self-reported survey data are
susceptible to biases such as social desirability and recall bias, which could in turn
influence the accuracy of the responses. Student perceptions rapidly outdate and come
to represent past rather than current or future realities due to the fast pace at which AI
technology evolves. In addition, the study may suffer from a lack of variety in terms of
institutions and geographic areas, which could neglect regional and cultural differences
in the way AI is perceived. Finally, concentrating solely on students excludes the
viewpoints of other important stakeholders (educators, industry representatives, and
policymakers) necessary for a more complete picture of how AI hype and its
implications operate. Future research endeavors could do a better job at capturing the
full and multisided picture of attrition by addressing these limitations.

37
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[Link]

40
 Annexure

Questionnaire

Hi everyone, I am Nitin student of MBA at Central University of Himachal Pradesh. I am doing

my dissertation on the topic, " Evaluating Student Perceptions of Artificial Intelligence Hype
Across Various Fields." This questionnaire will be used for my academic purpose. All data
related to respondents will be kept private. So, I request the respondents to fill this google form
honestly and sincerely.

Demographic Information

Age*

Under 18 
18-20 
20-22 
22-24 
24+ 
Gender*
Male 
Female 

Educational Qualification*

12TH Pass 

Under Graduate 

Graduate 

Pos tGraduate 

Exposure to AI:

I have taken courses that cover AI topics.

Strongly Disagree 
Disagree 
41
Neutral 
Agree 
Strongly Agree 

I regularly read articles or watch videos about AI.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

I have practical experience using AI tools or software.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

Interest in AI:
I am interested in learning more about AI.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

I plan to pursue a career in AI or a related field.

Strongly Disagree 
Disagree 

42
Neutral 
Agree 
Strongly Agree 

I believe AI is an important area of study.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

Knowledge of AI:
I understand the basic concepts of AI.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

I can explain the difference between machine learning and deep learning.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

I am aware of the ethical issues surrounding AI.

Strongly Disagree 

43
Disagree 
Neutral 
Agree 
Strongly Agree 

Trust in Media and Technology:

I trust media reports about technological advancements.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

I believe that technology companies are transparent about their AI capabilities.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

I think media often exaggerates technological advancements.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

General Attitude Towards Technology:

44
I am generally excited about new technological advancements.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

I believe technology significantly improves our quality of life.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

I am cautious about the rapid development of new technologies.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

Overall Perception of AI Hype:

Media coverage of AI is often exaggerated.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

45
AI advancements are frequently overhyped in the news.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

The portrayal of AI in movies and TV shows is unrealistic.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

Companies overstate the capabilities of their AI products.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

AI is often marketed as a solution to all problems, which is misleading.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

46
The hype around AI in business settings leads to unrealistic expectations.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

Educational institutions emphasize AI as a revolutionary field too much.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

The hype around AI influences students' career choices disproportionately.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

There is too much focus on AI at the expense of other important fields of study.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

Society places too much trust in AI without understanding its limitations.

47
Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

The general public has unrealistic expectations of what AI can achieve.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

The hype around AI contributes to fear and misunderstanding about the technology.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

The excitement around AI is justified given its potential.

Strongly Disagree 
Disagree 
Neutral 
Agree 
Strongly Agree 

AI hype will lead to disappointment when expectations are not met.

Strongly Disagree 

48
Disagree 
Neutral 
Agree 
Strongly Agree 

The current level of hype around AI is sustainable and necessary for progress.

Disagree 
Neutral 
Agree 
Strongly Agree 

49
50
51