FACULTY OF COMMUNICATION AND MEDIA STUDIES

BACHELOR OF MASS COMMUNICATION (HONS.)

BROADCASTING MC243

EWC661

ENGLISH FOR REPORT WRITING

PROPOSAL

PERCEPTIONS TOWARDS USING ARTIFICIAL INTELLIGENCE AMONG UiTM REMBAU

STUDENTS

PREPARED BY: (N5MC243R3A)

STUDENT’S NAME STUDENT’S ID

1. ADAM BIN ALEWI 2022615728

2. NOR AZEERA BINTI ADAM 2022493978

3. ALYAA NATASHA BINTI AZHAR 2022887598

4. MUHAMMAD IZZAT DANIAL BIN AHMAD 2022610772

SHABRI

5. KU DINIE SYASYA BINTI KU DAHALAN 2022601898

PREPARED FOR:

ASSOCIATE PROFESSOR DR. NORWATI BINTI HAJI ROSLIM

 Perceptions towards Using Artificial Intelligence among UiTM Rembau Students

1.0 Background of Study

Artificial intelligence (AI) is being used more and more often in both personal and
professional contexts, affecting many elements of people's everyday lives (Makridakis, 2017;
Olhede & Wolfe, 2018). It is conceivable that a significant portion of people's acceptance of
AI will depend on their overall sentiments about AI.

Indeed, artificial intelligence is a phrase for a technology that enables software and
robots to mimic human intellect (Fetzer and Fetzer,1990). AI systems have a wide range of
possible applications in fields including computer science, engineering, biology, neurology,
and psychology. Healthcare, transportation, economics, and education are just a few of the
areas in which AI is quickly changing contemporary society (Harari, et al 2017). Artificial
intelligence has the potential to revolutionize teaching and learning in the educational
industry. It can personalize learning by modifying the curriculum to meet the unique needs of
each learner. Additionally, it may automate administrative activities like tabulation of grades,
giving teachers more time to concentrate on rules (Al-Omari, 2021). Looking into AI in 2020
demonstrates that, although often easily disregarded, it has already established itself in a
number of settings, such as those related to commerce, tourism, and daily life (Tussyadiah &
Miller, 2019). Intelligent systems, for instance, are used to improve customer services, track
and report on certain company objectives, and assist consumers with queries and
transactions. Virtual assistants have become commonplace in many people's everyday lives.
Apple's Siri, Google's Allo, and Google's Duplex are just a few examples. There has been
proof of AI-facilitated service delivery in the tourist and hospitality industries, ranging from the
use of voice assistants (Fox, 2018) to room service and even service robots (Osawa et al.,
2017).

Apart from that, Artificial intelligence may give a lot of benefits but is unable to direct
pupils towards the most relevant subjects or manage their performance. This suggests that
whereas some students believe artificial intelligence may help direct their learning, others are
unsure about the degree of control that AI can provide. It is noteworthy that recommendations
made by artificial intelligence are contingent upon data. In the end, the student gets to choose
the subjects he wants to cover. It is not possible for artificial intelligence to increase the

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accuracy of directing pupils towards the best academic pathways. This shows that whereas
some students believe artificial intelligence may offer the necessary direction and assistance,
others are more dubious about the veracity of the advice given by AI. Indeed, artificial
intelligence is capable of analyzing student performance data and making recommendations
about the subjects that need more attention. Nonetheless, it's critical to motivate students to
take a more active part in their education and to make choices based on their own
requirements, ( Al-Tkhayneh, et al., 2023). Furthermore, Artificial intelligence has no ability to
improve interpersonal relationships or motivate pupils to collaborate and communicate. It
indicates that although some students believe that AI can help with collaboration and
communication, others could be more dubious about the amount of human connection that
would be lost. Consequently, this could lead to a decline in social engagement and potential
isolation, which could have long-term repercussions for community cohesion (Al-Mashaqba,
2020). Through online forums and collaborative initiatives, artificial intelligence can help to
promote communication and collaboration. Nonetheless, there needs to be a balance
between the chances for student collaboration and engagement.

Understanding public attitudes and opinions about AI is essential for directing its
development, acceptance, and regulation as AI technologies become more ingrained in daily
life (Zhang and Dafoe, 2019; Araujo et al., 2020; O'Shaughnessy et al., 2022). Hence, this
study will examine the perception towards artificial intelligence among UiTM Rembau
students.

2.0 PROBLEM STATEMENT

The rapid advancements in artificial intelligence (AI) have permeated various aspects of
human life, including education. As AI becomes increasingly prevalent in Malaysian universities
like UiTM Rembau, it is crucial to examine the perceptions of students towards this transformative
technology.

In an ideal scenario, students would embrace AI with open arms, recognizing its potential
to revolutionize education. They would actively engage with AI-powered learning tools and
applications, appreciating their ability to provide personalized instruction, adaptive feedback, and
enhanced engagement.

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 The current perceptions of students towards AI in education are multifaceted and hold
significant implications for the effective integration of AI into the learning process. Misconceptions
about AI's capabilities, concerns about its impact on education, and a lack of awareness of its
potential benefits can hinder the adoption of AI and limit students' access to its transformative
power.

Artificial intelligence (AI) has the potential to transform education, but its effective
integration hinges on understanding and addressing students' perceptions. UiTM Rembau
students' perceptions are shaped by limited exposure to AI, misconceptions about its capabilities,
and a lack of understanding of its benefits. To address these challenges, UiTM Rembau can
promote AI literacy, address misconceptions, design engaging AI-based learning tools, and foster
open communication. By addressing these factors, UiTM Rembau can foster a positive perception
of AI among its students, enabling them to fully embrace its

To effectively integrate AI into education and foster a positive perception among UiTM
Rembau students, a comprehensive approach is necessary such as, promote AI literacy through
workshops, seminars, and interactive learning modules. Address misconceptions by emphasizing
ethical principles and safeguards. Develop engaging and effective AI-based learning tools tailored
to individual needs. Encourage active participation through hands-on exercises, gamified
learning, and personalized pathways. Foster a culture of open

The provided text highlights the growing adoption of AI in education, particularly in the
United Arab Emirates, where over half of instructors are using AI-based tools. This trend is likely
to continue in Malaysia, with universities like UiTM Rembau embracing AI's potential to enhance
teaching and learning.

The text also emphasizes the potential of AI to free up teachers' time by automating
administrative tasks, allowing them to focus on more personalized instruction. This aligns with the
ideal scenario where AI complements and enhances the role of human educators, rather than
replacing them.

The provided text also touches upon the ethical considerations surrounding AI,
acknowledging the concerns about algorithmic bias, job displacement, and autonomous warfare.

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These concerns underscore the importance of addressing the problem statement and ensuring
that AI is implemented responsibly in education.

Artificial intelligence holds immense promise for the future of education, offering a plethora
of opportunities to enhance teaching and learning experiences. However, the effective integration
of AI hinges on understanding and addressing the perceptions of students towards AI. By
promoting AI literacy, addressing misconceptions, and designing engaging and effective AI-based
learning tools, we can foster a positive perception of AI among UiTM Rembau students and pave
the way for a future where AI empowers students to reach their full potential.

3.0 Research Objectives

The objectives of this study will be as follows:

1. To determine the advantages of using artificial intelligence in teaching from the
perspective of the students of UiTM Rembau students.
2. To investigate the disadvantages of using artificial intelligence in teaching from the
perspective of the students of UiTM Rembau students.
3. To examine to what extent the UiTM Rembau students feel satisfied about artificial
intelligence being used in their learning.

4.0 Significance of Study

The results of this survey will give perceptions towards using Artificial Intelligence (AI)
among UiTM Rembau students.

Firstly, AI has the potential to make education more effective, engaging, and accessible
for all students. AI can be used to tailor lessons and learning activities to the individual needs of
each student. This can enhance students' learning effectiveness and efficiency, while also
enabling the identification and rectification of any knowledge gaps. AI can provide students with
24/7 access to learning resources and support. This can be particularly advantageous for
students who prefer self-paced learning or require additional assistance in specific areas.

Secondly, AI can be used to translate lectures into different languages or to provide

transcripts for students who are deaf or hard of hearing. Also, AI can be used to create more

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interactive and engaging lectures. For example, AI powered chatbots can be used to answer
students questions in real time. AI can also be used to develop simulations and other interactive
learning experiences.

Therefore, AI can help lecturers and students to create more personalized, interactive, and
accessible lectures that can improve student learning outcomes.

5.0 Limitations of Study

This study has some limitations that need to be considered. Firstly, it only includes 30
students from UiTM Kampus Rembau, so the findings may not apply to all university students.
Secondly, this study uses online questionnaires, which can sometimes lead to less accurate
responses, and there may be delays in receiving those responses. It is crucial to be aware of
these limitations.

6.0 Methodology

6.1 Respondents of the Study

In this study, 30 students, comprising both males and females will become respondents
of the study. They are students enrolled in the UiTM Kampus Rembau from different faculties.
They range in age from 18 years old and above.

6.2 Research Instrument

The research tool that will be used to collect the data is an online questionnaire adapted
and adopted from Khawlah et al. (2023). There will be four parts in the questionnaire. Part A of
the questionnaire gathers information about the background of the respondents such as age,
gender and level of education. Part B of the questionnaire consists of the first objective on the
advantages of using artificial intelligence in teaching and part C consists of the second objective
which is the disadvantages of using artificial intelligence. There will be five items in the Likert
scale of 1 to 5 corresponding from strongly disagree to strongly agree. Part D is to find out the
respondents' satisfaction regarding the artificial intelligence being used in their learning. In this
section, the responders will answer "yes" or "no" questions with the reason for their answer.

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6.3 Data Collection Procedure

In this research, the questionnaires will be distributed to the students at the UiTM Rembau.
The Google Form will be used to create the online surveys. These questionnaires must be
properly designed as it is crucial to obtain the maximum information and details from the
respondents. The Google Form will be distributed via WhatsApp, Telegram and Instagram
applications.

6.4 Data Analysis Method

The method of data analysis in this study will be descriptive analysis and analyzed data
will be transformed from frequency count to percentage and displayed in charts.

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