Fostering Student–Faculty Engagement in the Age of Artificial Intelligence
Presented by:
Guopeng Cheng, Virginia Tech
This study examines structured AI activities in a lecture-based course, showing how purposeful design can support faculty–student interaction and enrich classroom learning experiences.
Keywords:
Artificial Intelligence, Student Engagement, Personal Finance Education
Abstract:
Artificial intelligence (AI) tools such as ChatGPT are changing how students approach course content, particularly in college-level courses. This study investigated how instructional strategies that integrate AI can support rather than hinder student–faculty engagement. In a lecture-based personal finance course, structured AI activities were implemented to promote critical thinking, encourage questioning, and reinforce real-world applications of financial concepts. Student feedback and participation outcomes suggest that, when used intentionally, AI can serve as a productive tool for enhancing classroom interaction and developing students’ ability to assess financial information.
Outcomes:
1. Evaluate how integrating AI tools can influence student–faculty engagement in lecture-based courses.
2. Analyze instructional strategies that leverage AI to promote questioning, critical thinking, and application of financial concepts.
3. Design an approach to intentionally incorporate AI activities into personal finance courses to enhance interaction and real-world learning.
Hear it from the author:
Transcript:
Generative AI tools like ChatGPT are rapidly changing how college students engage with course
content, especially in practical subjects like personal finance. Rather than viewing AI as a barrier
to engagement, this study examines how intentional instructional design can use AI to enhance
student faculty interaction.
In a lecture based undergraduate personal finance course, I integrated structured instructor led AI
activities such as live critiques of AI generated budgets, reflection prompts comparing AI advice
with course concepts, case based financial decision scenarios, and fact checking demonstrations.
These activities shifted AI from an answer giving tool to an object of analysis.
Student feedback indicated higher engagement, stronger participation, and improved confidence
in evaluating financial information when AI was used this way. The findings suggest that when
AI is thoughtfully integrated, it can reinforce critical thinking, promote dialogue, and strengthen
the instructor’s role as a guide rather than replacing meaningful learning in the classroom.
References:
Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI. University of Rhode Island. https://digitalcommons.uri.edu/cba_facpubs/548
Ezeoguine, E. P., & Eteng-Uket, S. (2024). Artificial intelligence tools and higher education student’s engagement. Edukasiana: Jurnal Inovasi Pendidikan, 3(3), 300–312.
Nguyen, A., Kremantzis, M., Essien, A., Petrounias, I., & Hosseini, S. (2024). Enhancing student engagement through artificial intelligence (AI): Understanding the basics, opportunities, and challenges. Journal of University Teaching and Learning Practice, 21(6).