The Impact of Artificial Intelligence on the learning process among the GenZ and Millennials in Goa: A comparative study
| dc.contributor.author | AINSLEY OSHWELL PEREIRA | |
| dc.contributor.author | AVINASH KANATHIL | |
| dc.contributor.author | GILSEDA MARTHA D’SOUZA | |
| dc.contributor.author | ISHIKA DWAYNA RODRIGUES | |
| dc.contributor.author | SAMAY SUDHIR | |
| dc.date.accessioned | 2026-05-06T06:19:18Z | |
| dc.date.available | 2026-05-06T06:19:18Z | |
| dc.date.issued | 2026 | |
| dc.description.abstract | This study compares how GenZ and Millennials in Goa use and perceive Artificial Intelligence in their learning process. A survey was conducted with 270 respondents (135 from each generation) to understand their awareness, usage patterns, preferences, and opinions about AI tools in education. The findings reveal that GenZ shows higher awareness (97%) and daily usage (28.1%) of AI tools compared to Millennials (79.3% awareness, 11.1% daily usage). ChatGPT is the most popular tool among both generations, though GenZ uses it more extensively (92.6%) than Millennials (62.2%). GenZ primarily uses AI for homework and assignments, while Millennials use it more for concept clarification. Both generations agree that easy access to information is AI's biggest advantage, but they also share concerns about increased dependency and reduced creativity. Millennials show greater concern about misinformation and ethical issues, while GenZ demonstrates more trust and willingness to recommend AI for learning. The study concludes that both generations recognize AI's potential in education but approach it differently, suggesting the need for balanced integration that combines GenZ's enthusiasm with Millennials' caution. | |
| dc.identifier.uri | http://rcca.ndl.gov.in/handle/123456789/573 | |
| dc.language.iso | en | |
| dc.publisher | ASST. PROF. MARYANN KIM GOMES | |
| dc.title | The Impact of Artificial Intelligence on the learning process among the GenZ and Millennials in Goa: A comparative study | |
| dc.type | Other |