Manuscript received May 30, 2024; revised June 17, 2024; accepted July 2, 2024; published September 14, 2024
Abstract—This study investigates the effectiveness of Artificial Intelligence Meeting Assistants (AIMAs) in enhancing student engagement and satisfaction in English-medium university lectures in Hong Kong, China. Otter.ai, known for its real-time transcription capabilities, was implemented in two mandatory English course sessions for first-year students. Student feedback was collected through post-lecture surveys. Preliminary analyses reveal an encouraging impact on the anticipated performance of students using the AIMA, with those in the AIMA group reporting statistically higher expected grades compared to the non-AIMA group. However, perceived instructor enthusiasm and communication skills and clarity of presentation are noted to be lower for the AIMA group. This research underscores both the potential benefits and challenges linked with AIMA usage in an academic context. By illuminating these aspects and identifying areas for improvement in AIMA implementation, this study contributes to bridging the gap between AI technology and its practical application in education.
Keywords—Artificial Intelligence (AI), Artificial Intelligence Meeting Assistants (AIMAs), student engagement, lecture satisfaction, higher education, English-medium lectures
Cite: Alex Pak Ki Kwok, Yao Hing Wong, Kwong Cheong Wong, and Chee Hon Chan, "AI Meeting Assistants in English-Medium University Lectures in Hong Kong, China: A Double-Edged Sword for Student Perception," International Journal of Information and Education Technology vol. 14, no. 9, pp. 1271-1276, 2024.