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Generative Artificial Intelligence (GAI) has emerged in recent years as an innovative tool with promising potential for enhancing student learning across a broad spectrum of academic disciplines. GAI not only offers students personalized and adaptive learning experiences, but it is also playing an increasingly important role in various industries. As technologies evolve and society adapts to the growing AI revolution, it becomes necessary to train students of all disciplines to become proficient in using GAI. This work builds on studies that have established the effectiveness of intelligent tutoring systems, adaptive learning environments, and the use of virtual reality in education. This work-in-progress paper presents preliminary findings related to the relationship between university students’ area of study and the frequency at which they utilize GAI to aid their learning. Data for this study were collected using a survey distributed to students from eight different colleges at a large Western university as part of a larger ongoing project geared towards gaining insight into student perceptions and use of GAI in higher education. The goal of the overall project is to establish a foundational understanding of how disruptive technologies, like GAI, can promote learner agency. By exploring why and how students choose to engage with these technologies, the project seeks to find proactive approaches to integrate GAI technology into education, ultimately enhancing teaching and learning practices across various disciplines.
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This content will become publicly available on June 22, 2026
Work-in-Progress: Voices of the Future: Student Insights on AI's Role in Shaping Learning, Integrity, and Norms in Higher Education
This work-in-progress paper explores university students’ perspectives on Generative Artificial Intelligence (GAI) tools, such as ChatGPT, an increasingly prominent topic in the academic community. There is ongoing debate about whether faculty should teach students how to use GAI tools, restrict their usage to maintain academic integrity, or establish regulatory guidelines for sustained integration into higher education. Unfortunately, limited research exists beyond surface-level policies and educator opinions regarding GAI, and its full impact on student learning remains largely unknown. Therefore, understanding students' perceptions and how they use GAI is crucial to ensuring its effective and ethical integration into higher education. As GAI continues to disrupt traditional educational paradigms, this study seeks to explore how students perceive its influence on their learning and problem-solving. As part of a larger mixed-methods study, this work-in-progress paper presents preliminary findings from the qualitative portion using a phenomenological approach that answers the research question: How do university students perceive disruptive technologies like ChatGPT affecting their education and learning? By exploring the implications of Artificial Intelligence (AI) tools on student learning, academic integrity, individual beliefs, and community norms, this study contributes to the broader discourse on the role of emerging technologies in shaping the future of teaching and learning in education.
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- Award ID(s):
- 2346881
- PAR ID:
- 10631162
- Publisher / Repository:
- ASEE Conferences
- Date Published:
- Subject(s) / Keyword(s):
- GAI, Artificial Intelligence, ChatGPT, Culture, Norms, Higher Education
- Format(s):
- Medium: X
- Location:
- Montreal, Quebec, Canada
- Sponsoring Org:
- National Science Foundation
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