Artificial Intelligence to Enhance Qualitative Research: Methodological Reflections on a Pilot Study

Artificial Intelligence to Enhance Qualitative Research: Methodological Reflections on a Pilot Study

L’INTELLIGENZA ARTIFICIALE PER POTENZIARE LA RICERCA QUALITATIVA: RIFLESSIONI METODOLOGICHE SU UNO STUDIO PILOTA Abstract Qualitative analysis is essential in research across diverse fields, offering in-depth insights that often cannot be captured through quantitative methods. However, managing la...

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Bibliographic Details
Main Authors: Maria Luongo, Michela Ponticorvo, Maria Beatrice Ligorio, Pietro Crescenzo, Giuseppe Ritella
Format: Article
Language:English
Published: LED Edizioni Universitarie 2025-01-01
Series:Journal of Educational, Cultural and Psychological Studies
Subjects:
artificial intelligence
clustering
embeddings
qualitative research
textual data
dati testuali
intelligenza artificiale
ricerca qualitativa
Online Access:https://www.ledonline.it/index.php/ECPS-Journal/article/view/6517
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Summary:L’INTELLIGENZA ARTIFICIALE PER POTENZIARE LA RICERCA QUALITATIVA: RIFLESSIONI METODOLOGICHE SU UNO STUDIO PILOTA Abstract Qualitative analysis is essential in research across diverse fields, offering in-depth insights that often cannot be captured through quantitative methods. However, managing large volumes of qualitative data presents challenges, including its labour intensive nature and the potential for interpretive biases. In this study, we introduce and show a methodology step by step that integrates artificial intelligence (AI) in the analysis of qualitative data, with a focus on textual responses extracted from survey questions. Specifically, our approach employs AI techniques, utilizing Word2Vec for word embedding extraction and K-Means clustering to streamline the analysis of qualitative textual data, while ultimately integrating the researcher’s interpretation of the identified clusters to improve the relevance of the analysis. Moreover, the present article discusses the relevance and significance of this approach as well as its ethical and methodological challenges by means of an empirical illustration taken from a study on teachers’ sensemaking regarding a range of different educational activities.
ISSN:2037-7932
2037-7924

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