Assalamu alaikum sir, I am Jakiya Islam Toma, I am going to describe Literature
Review Overview & Key Concepts
Let’s begin with the purpose of this literature review.
Firstly, it aims to understand the influence of AI on university students — how it's affecting
learning, performance, and academic habits.
Secondly, it defines some key concepts that form the foundation of this study and brings in
recent findings that highlight both the benefits and challenges of using AI in education.
Here are the key terms we focus on:
Artificial Intelligence (AI)
Student Performance
Convincing Communication Skills
Digital Divide
Cognitive Skills
Academic Integrity
Personalized Learning
Now, why does this matter in Bangladesh?
The simple answer is students here are already using AI often informally but there’s very
little guidance.
Teachers and policymakers are still catching up, leading to gaps in teaching, fairness, and
policy enforcement.
🎤 Slide 2
Let’s now look at what global and local studies reveal.
Globally, research shows that AI can enhance learning.
For example, Naseer et al. (2024) found that AI tools can boost student engagement, improve
grades, and even make students more interested in their subjects.
Students who use AI often feel more confident and complete assignments with greater success.
But there are some downside too
Feel isolated when using AI too much,
Or become too dependent, losing motivation to think independently.
Now shifting to Bangladesh :
According to Pande et al. (2024), at Dhaka International University, many students are
already using tools like ChatGPT for study and research.
But here’s the issue: most of them don’t clearly understand:
What counts as plagiarism when using AI,
Or how to properly cite AI-generated content.
This shows that while usage is high, awareness and ethical understanding are still quite low.
🎤 Slide 3
So where are the gaps, especially in the Bangladeshi context? They are_
1. Digital Divide: Access to AI tools is unequal
2. Pedagogical Gaps: There’s a lack of effective strategies to teach students how to think
critically and avoid overusing AI.
3. Policy Vacuum: We have very little data on AI-related plagiarism, and no clear
policies guiding students or educators.
With these gaps in mind, this research has both primary and secondary objectives.
The primary objective is to:
Understand how AI is impacting student performance in Bangladesh.
The secondary objectives are to:
Clearly define what student performance means in the age of AI,
Identify effective teaching methods and policies,
Explore ethical challenges and how AI affects communication skills,
And finally, offer practical recommendations for teachers, policymakers, and
students themselves.