Artificial Intelligence in Sports: Insights from a Quantitative Survey among Sports Students in Germany about their Perceptions, Expectations, and Concerns regarding the Use of AI Tools

• URL: http://arxiv.org/abs/2503.05785v1
• Date: Thu, 27 Feb 2025 05:37:53 GMT
• Title: Artificial Intelligence in Sports: Insights from a Quantitative Survey among Sports Students in Germany about their Perceptions, Expectations, and Concerns regarding the Use of AI Tools
• Authors: Dennis Krämer, Anja Bosold, Martin Minarik, Cleo Schyvinck, Andre Hajek,
• Abstract summary: The manuscript presents findings from a quantitative survey conducted among sports students of all semesters in Germany.<n>Students express confidence that the proliferation of AI will not compromise their critical thinking skills.<n>Students have concerns about plagiarism, lecturer preparedness and their own skills and future skill development.
• Score: 0.0
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: Generative Artificial Intelligence (AI) tools such as ChatGPT, Copilot, or Gemini have a crucial impact on academic research and teaching. Empirical data on how students perceive the increasing influence of AI, which different types of tools they use, what they expect from them in their daily academic tasks, and their concerns regarding the use of AI in their studies are still limited. The manuscript presents findings from a quantitative survey conducted among sports students of all semesters in Germany using an online questionnaire. It explores aspects such as students' usage behavior, motivational factors, and uncertainties regarding the impact of AI tools on academia in the future. Furthermore, the social climate in sports studies is being investigated to provide a general overview of the current situation of the students in Germany. Data collection took place between August and November 2023, addressing all sports departments at German universities, with a total of 262 students participating. Our Findings indicate that students have a strong interest in using AI tools in their studies, expecting them to improve their overall academic performance, understand the complexity of scientific approaches, and save time. They express confidence that the proliferation of AI will not compromise their critical thinking skills. Moreover, students are positive about integrating more AI-related topics into the curriculum and about lecturers adopting more AI-based teaching methods. However, our findings also show that students have concerns about plagiarism, lecturer preparedness and their own skills and future skill development.

Related papers

• "All Roads Lead to ChatGPT": How Generative AI is Eroding Social Interactions and Student Learning Communities [0.4188114563181615]
  We investigate the potential impacts of generative AI on social interactions, peer learning, and classroom dynamics. Our findings suggest that help-seeking requests are now often mediated by generative AI. Students reported feeling increasingly isolated and demotivated as the social support systems they rely on begin to break.
  arXiv  Detail & Related papers  (2025-04-14T00:40:58Z)
• Assessing Computer Science Student Attitudes Towards AI Ethics and Policy [8.927858368749204]
  The attitudes and competencies with respect to AI ethics and policy among post-secondary students studying computer science (CS) are of particular interest. Despite computer scientists being at the forefront of learning about and using AI tools, their attitudes towards AI remain understudied.
  arXiv  Detail & Related papers  (2025-04-06T23:03:47Z)
• Transforming Science with Large Language Models: A Survey on AI-assisted Scientific Discovery, Experimentation, Content Generation, and Evaluation [58.064940977804596]
  A plethora of new AI models and tools has been proposed, promising to empower researchers and academics worldwide to conduct their research more effectively and efficiently. Ethical concerns regarding shortcomings of these tools and potential for misuse take a particularly prominent place in our discussion.
  arXiv  Detail & Related papers  (2025-02-07T18:26:45Z)
• Let people fail! Exploring the influence of explainable virtual and robotic agents in learning-by-doing tasks [45.23431596135002]
  This study compares the effects of classic vs. partner-aware explanations on human behavior and performance during a learning-by-doing task. Results indicated that partner-aware explanations influenced participants differently based on the type of artificial agents involved.
  arXiv  Detail & Related papers  (2024-11-15T13:22:04Z)
• Auto-assessment of assessment: A conceptual framework towards fulfilling the policy gaps in academic assessment practices [4.770873744131964]
  We surveyed 117 academics from three countries (UK, UAE, and Iraq) We identified that most academics retain positive opinions regarding AI in education. For the first time, we propose a novel AI framework for autonomously evaluating students' work.
  arXiv  Detail & Related papers  (2024-10-28T15:22:37Z)
• Expanding AI Awareness Through Everyday Interactions with AI: A Reflective Journal Study [0.13154296174423616]
  Students in technology programs are poised to be both producers and users of the technologies. This paper explores student's awareness and engagement with AI in the context of school and their daily lives.
  arXiv  Detail & Related papers  (2024-10-24T15:26:34Z)
• Advancing Social Intelligence in AI Agents: Technical Challenges and Open Questions [67.60397632819202]
  Building socially-intelligent AI agents (Social-AI) is a multidisciplinary, multimodal research goal. We identify a set of underlying technical challenges and open questions for researchers across computing communities to advance Social-AI.
  arXiv  Detail & Related papers  (2024-04-17T02:57:42Z)
• Artificial Intelligence in Everyday Life 2.0: Educating University Students from Different Majors [8.282180585560928]
  misunderstandings regarding their capabilities, limitations, and associated advantages and disadvantages are widespread. In this experience report, we present an overview of an introductory course that we offered to students coming from different majors. We discuss the assignments and quizzes of the course, which provided students with a firsthand experience of AI processes.
  arXiv  Detail & Related papers  (2024-04-12T08:10:42Z)
• I would love this to be like an assistant, not the teacher: a voice of the customer perspective of what distance learning students want from an Artificial Intelligence Digital Assistant [0.0]
  This study examined the perceptions of ten online and distance learning students regarding the design of a hypothetical AI Digital Assistant (AIDA) All participants agreed on the usefulness of such an AI tool while studying and reported benefits from using it for real-time assistance and query resolution, support for academic tasks, personalisation and accessibility, together with emotional and social support. Students' concerns related to the ethical and social implications of implementing AIDA, data privacy and data use, operational challenges, academic integrity and misuse, and the future of education.
  arXiv  Detail & Related papers  (2024-02-16T08:10:41Z)
• Applications, challenges and ethical issues of AI and ChatGPT in education [0.0]
  Artificial Intelligence in recent years has shown an unprecedentedly impressive development. This paper aims to describe the opportunities emerging from the use of artificial intelligence and ChatGPT to improve education.
  arXiv  Detail & Related papers  (2024-01-22T14:48:13Z)
• AI for social science and social science of AI: A Survey [47.5235291525383]
  Recent advancements in artificial intelligence have sparked a rethinking of artificial general intelligence possibilities. The increasing human-like capabilities of AI are also attracting attention in social science research.
  arXiv  Detail & Related papers  (2024-01-22T10:57:09Z)
• AGI: Artificial General Intelligence for Education [41.45039606933712]
  This position paper reviews artificial general intelligence (AGI)'s key concepts, capabilities, scope, and potential within future education. It highlights that AGI can significantly improve intelligent tutoring systems, educational assessment, and evaluation procedures. The paper emphasizes that AGI's capabilities extend to understanding human emotions and social interactions.
  arXiv  Detail & Related papers  (2023-04-24T22:31:59Z)
• Human-Centered Responsible Artificial Intelligence: Current & Future Trends [76.94037394832931]
  In recent years, the CHI community has seen significant growth in research on Human-Centered Responsible Artificial Intelligence. All of this work is aimed at developing AI that benefits humanity while being grounded in human rights and ethics, and reducing the potential harms of AI. In this special interest group, we aim to bring together researchers from academia and industry interested in these topics to map current and future research trends.
  arXiv  Detail & Related papers  (2023-02-16T08:59:42Z)
• Building Bridges: Generative Artworks to Explore AI Ethics [56.058588908294446]
  In recent years, there has been an increased emphasis on understanding and mitigating adverse impacts of artificial intelligence (AI) technologies on society. A significant challenge in the design of ethical AI systems is that there are multiple stakeholders in the AI pipeline, each with their own set of constraints and interests. This position paper outlines some potential ways in which generative artworks can play this role by serving as accessible and powerful educational tools.
  arXiv  Detail & Related papers  (2021-06-25T22:31:55Z)
• Personalized Education in the AI Era: What to Expect Next? [76.37000521334585]
  The objective of personalized learning is to design an effective knowledge acquisition track that matches the learner's strengths and bypasses her weaknesses to meet her desired goal. In recent years, the boost of artificial intelligence (AI) and machine learning (ML) has unfolded novel perspectives to enhance personalized education.
  arXiv  Detail & Related papers  (2021-01-19T12:23:32Z)

This list is automatically generated from the titles and abstracts of the papers in this site.

This site does not guarantee the quality of this site (including all information) and is not responsible for any consequences.