Students’ Presupposition towards Incooperating AI (Artifical Intelligence) Technology in Virtual and Face-to-Face Classes

The introduction of Industry 4.0 in Malaysia has caused a significant change in the education industry. To further add, the covid-19 outbreak in 2020 made it possible for educators to enhance and incooperate their teaching methods to lead towards the Industry 4.0 revolution. With the lockdown happening all around the world to control the covid-19, all learning methods had to be switch to virtual learning. Although a pandemic was happening, students still had to continue their lives and go to class virtually. Educators was able to explore various methods of online learning to capture the interest of their students and encourage them that online learning as as fun as face-to-face learning. Other than that, Artificial Intelligence technology is the new revolution to the industry 4.0, and by incorperating the AI technology in virtual and face-to-face classes, it can play a significant role towards students’ interest in taking up the class. With this, the main objective of this study is to identify and analyse students’ presupposition towards the use of AI technology in virtual and face-to-face classes. The methods of this study is a qualitative method by using Fairclough’s (1995) critical discourse analysis of analysing the student’s presupposition. The understanding of the students peresupposition is important for educators to plan the the use of AI technology in virtual and face-to-face class as we move closer to the industry 4.0. It is hoped that the results show students have a positive presupposition towards the use of AI technology in classes.