How College Students Can Use AI: Navigating the New Academic Landscape
The integration of artificial intelligence (AI) into higher education is rapidly changing how students learn, how faculty teach, and how institutions operate. College students are increasingly turning to artificial intelligence (AI) tools like ChatGPT to get quick answers. This article explores how college students are currently using AI, the associated benefits and concerns, and strategies for leveraging AI to enhance learning and prepare for the future.
The Pervasiveness of AI in Higher Education
Recent surveys highlight the widespread adoption of AI among college students. A global survey by the Digital Education Council found that 86% of students use AI in their studies, with 54% using it weekly and nearly one in four using it daily. Similarly, a Chegg survey of 11,706 undergraduate students across 15 countries revealed that 80% of students worldwide have used generative AI to support their university studies. In the UK, a HEPI and Kortext survey of 1,041 full-time undergraduate students indicated that 92% of students were using AI tools in their studies, up from 66% the previous year.
This widespread use underscores the need for educators and institutions to understand how students are engaging with AI and its impact on their learning experiences.
AI Usage: A Double-Edged Sword
While AI offers numerous potential benefits, students and faculty alike have expressed concerns about its accuracy, reliability, and ethical implications. In the Chegg survey, 53% of students who had used AI to support their studies expressed concern about receiving incorrect or inaccurate information. Students also worry about data privacy and the potential for AI to undermine critical thinking skills. Furthermore, a survey conducted at the Tecnologico de Monterrey in Guadalajara found that 55% of students believe that AI could negatively impact academic integrity.
Student Perspectives on AI
A new report on teen and young adult perspectives on generative artificial intelligence (AI) co-authored by the Center for Digital Thriving highlights the complex relationship students have with AI. The report, "Teen and Young Adult Perspectives on Generative AI," written in partnership with Common Sense Media and Hopelab, draws from two studies, including a large national survey of digital technology and youth mental health.
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AI Is Not Only Used to Cheat
While many teens surveyed admitted to using AI to cheat on assignments, homework, or tests, many also highlighted positive academic experiences with generative AI. Some called AI “the modern approach to learning,” while others pointed out that “not all kids use it to cheat in school.” Teens also expressed excitement for the future of generative AI, trusting themselves to “use it in a good way,” such as asking for help starting papers or creating individualized learning plans.
AI Helps with Getting Answers for Unasked Questions
According to the report’s quantitative study, half (51%) of young people ages 14-22 reported using generative AI at some point, but only 4% claimed to be daily users. The most commonly reported use for AI was getting information (53%) and brainstorming (51%). The study also noted that Black and Latinx young people were “significantly more likely” to use AI than others surveyed. Generative AI can help teens get answers to questions they may be too afraid to ask adults, or for guidance on what to say in conversations.
AI Is a Space to Explore and Create
One of the most positive aspects of generative AI is its potential for creativity and exploration. Many participants reported using AI for fun or to be creative. Of generative AI users ages 14-22 surveyed, 31% said they use it to “make pictures or images,” while 16% “make sounds or music” and 15% say they use it to write code. Teens think adults should know that generative AI offers “a way to show my creative style,” including writing lyrics to songs and making digital art.
AI Can Lead to Bullying, Lying, and Disinformation
While some surveyed noted that generative AI can be a safe space for companionship and comfort, many others stressed the potential AI-related harms of bullying. “You can use it to take someone’s voice and make it sound like they’re saying something they didn’t say,” wrote one survey participant. Teens described examples of using generative tools to create voices and images that can be used to enhance bullying in and out of school. They also noted that these “deep fakes” can even be used against adults, with some students mimicking their parents’ voices with AI to trick teachers, school administrators, or their other parent.
AI Can be Both Positive and Negative
Teens surveyed were acutely aware of both the potential and fears of generative AI, with 41% saying its development will likely have both positive and negative impacts on their lives in the next 10 years. LGBTQ+ teens are much more likely to say generative AI will have a “mostly negative” impact on their life (28%) than cisgender/straight young people (17%) surveyed. Those surveyed also expressed fears about AI’s impact on their future job markets, especially the creative pursuits they mentioned above.
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Faculty Perspectives and Concerns
Surveys of faculty in higher education suggest that AI adoption among educators is increasing, but still lags behind student use. An Ellucian survey found that 93% of higher education staff expect to expand their use of AI for work purposes over the next two years. However, the Digital Education Council’s survey found that while 61% of faculty have used AI in teaching, 88% do so minimally.
Similar to students, faculty also express concerns about the accuracy, ethical implications, and potential downsides of AI in education. In the Ellucian survey, 49% of respondents were worried about bias in AI models, and 59% reported concerns about data security and privacy. Faculty also voiced concerns about the potential for AI to undermine academic integrity and critical thinking skills.
AI Competencies and Preparedness
While both students and faculty are increasingly using AI, surveys suggest that many feel unprepared for an AI-driven world. In the Digital Education Council’s student survey, 58% of students reported that they do not feel they have sufficient AI knowledge and skills, and 48% do not feel adequately prepared for an AI-enabled workplace. The Digital Education Council’s faculty survey found that 40% of faculty feel that they are just beginning their AI literacy journey, and only 17% are at an advanced or expert level.
This disconnect between high AI usage and low AI competency among both students and faculty underscores the urgent need for AI literacy initiatives in higher education.
Strategies for College Students to Effectively Utilize AI
Given the increasing prevalence of AI in higher education, it is crucial for college students to develop strategies for using these tools effectively and ethically. Here are some ways students can leverage AI to enhance their learning:
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Brainstorming and Idea Generation
AI tools can be used to generate ideas for essays, research papers, and presentations. By inputting a topic or question, students can receive a range of suggestions and perspectives to help them get started. Educause notes that common uses include brainstorming (33%), refining ideas (24%), and organizing (24%). Top uses of ChatGPT include starting papers and brainstorming.
Research Assistance
AI can assist with literature searches, summarizing articles, and identifying relevant sources for research projects. This can save students time and effort, allowing them to focus on analyzing and synthesizing information. Essel and Vlachopoulos demonstrated through pre- and post-tests that students interacting with chatbots performed better academically than those interacting with teachers. Atalas’ research further indicated that students perceived generative AI technology not only as a source of personalized learning support, offering them round-the-clock tailored resources, but also as an aid for literature searches, abstract reading, and even hypothesis generation based on data analysis, thereby deepening their learning based on the latest research trends.
Writing and Editing Support
AI tools can provide feedback on grammar, style, and clarity, helping students improve their writing skills. They can also assist with generating outlines, drafting text, and revising and editing papers. ABE - short for AI for Brainstorming and Editing - is designed to promote reflection and revision rather than shortcutting the writing process. Students reported using ABE as a companion to improve their writing and broaden their perspectives, rather than relying on it to generate complete drafts.
Personalized Learning
AI can be used to create personalized learning plans tailored to individual student needs and learning styles. This can help students identify their strengths and weaknesses and focus on areas where they need the most support. AI impacts university students’ learning through personalized learning experiences, adaptive guidance, intelligent tutoring systems, immersive learning technologies, and automated content creation. Notably, generative AI technology, by simulating human-like interactive communication, allows students to access enriched and personalized learning resources, enabling them to control their learning pace and steps, thus reshaping their perception of autonomous learning.
Language Translation and Proofreading
AI can translate content between languages and proofread text for errors, making it a valuable tool for students studying foreign languages or working on international projects. Anthropic notes that students also use Claude to provide technical explanations or solutions for academic assignments, including debugging code and solving math problems, and translating or proofreading content between languages.
Overcoming Fear of Asking Questions
Many noted generative AI can help teens get answers to questions they may be too afraid to ask adults, or for guidance on what to say in conversations.
Creative Expression
One of the most positive things about generative AI was its potential for creativity and exploration. Many participants reported using AI for fun or to be creative, including writing lyrics to songs and making digital art.
Ethical Considerations and Academic Integrity
While AI offers numerous benefits, it is essential for students to use these tools ethically and responsibly. Academic integrity remains a concern for both adults and teens alike. Here are some guidelines for ethical AI use:
Transparency
Students should be transparent about their use of AI in academic work. This includes disclosing when AI has been used to generate ideas, conduct research, or write and edit content.
Critical Evaluation
Students should critically evaluate the information generated by AI tools, recognizing that AI is not always accurate or reliable. They should verify information from multiple sources and avoid blindly accepting AI-generated content.
Originality
Students should ensure that their work is original and reflects their own understanding of the subject matter. They should avoid submitting AI-generated content as their own and should always cite AI sources appropriately.
Avoiding Plagiarism
Students should be aware of the potential for AI to generate plagiarized content and take steps to avoid plagiarism. This includes using plagiarism detection tools and carefully reviewing AI-generated content to ensure that it is original and properly cited.
Responsible Use
Students should use AI responsibly and avoid using it to engage in unethical or harmful activities, such as creating deep fakes or spreading disinformation.
The Role of Educators in Guiding AI Use
Educators play a crucial role in guiding students on how to use AI effectively and ethically. Here are some strategies educators can use:
Developing Clear Policies
Institutions should develop clear policies and guidelines for AI use in academic work. These policies should outline what is acceptable and unacceptable use of AI and provide guidance on ethical considerations. The university is finalizing a policy that lets professors determine what A.I. use is acceptable in their classrooms, as long as they clearly outline it in their syllabus.
Providing Training
Institutions should provide training on AI literacy for both students and faculty. This training should cover the basics of AI, its potential benefits and risks, and ethical considerations for its use in education.
Encouraging Instrumental Use
Educators should encourage “instrumental” use of AI - where students use it to deepen understanding - rather than executive use that bypasses effort.
Redesigning Assignments
AI advocates say that educators need to redesign assignments so that students cannot complete them by asking AI to do it for them and educate students on how to use AI in ways that maximize learning.
Promoting Critical Thinking
Educators should promote critical thinking skills in evaluating AI-generated content. This includes teaching students how to identify bias, assess credibility, and verify information from multiple sources.
Encouraging Collaboration
As a teacher, I feel more comfortable with students using AI in collaborative ways rather than direct answers-although I worry about them using AI to substitute for feedback from peers, tutors, and instructors.
Integrating AI into the Curriculum
Educators can integrate AI tools into the curriculum in meaningful ways, such as using AI to personalize learning, provide feedback, or support research. Ravi Bellamkonda spearheaded Ohio State's new A.I. fluency initiative, which requires all undergraduate students across academic disciplines learn and use A.I.
Addressing Digital Equity
Institutions will need to address the digital divide and ensure that all students have equitable access to AI tools and resources. This may include providing technology support, offering affordable AI training programs, and promoting inclusive AI practices.
Expectation-Confirmation Model (ECM)
As artificial intelligence (AI) technology becomes increasingly integrated into education, understanding the theoretical mechanisms that drive university students to adopt new learning behaviors through these tools is essential. This study extends the Expectation-Confirmation Model (ECM) by incorporating both cognitive and affective variables to examine students’ current AI usage and their future expectations. The model includes intrinsic and extrinsic motivations, focusing on three key factors: positive emotions, digital efficacy, and willingness for autonomous learning.
A survey of 721 valid responses revealed that positive emotions, digital efficacy, and satisfaction significantly influence continued AI usage, with positive emotions being particularly critical. Digital efficacy and perceived usefulness also impact satisfaction, but long-term usage intentions are more effectively driven by positive emotions. Furthermore, digital efficacy strongly affects the willingness for autonomous learning. Therefore, higher education institutions should promote AI technology, enhance students’ expectation-confirmation levels, and emphasize positive emotional experiences during AI use.
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