Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines

IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of University Teaching and Learning Practice Pub Date : 2023-08-16 DOI:10.53761/1.20.6.12

Andrew Kelly, Miriam Sullivan, Katrina Strampel

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引用次数: 0

Abstract

The global higher education sector has been significantly disrupted by the proliferation of generative artificial intelligence tools such as ChatGPT, especially in relation to its implications for assessment. However, few studies to date have explored student perspectives on these tools. This article reports on one of the first large-scale quantitative studies of student views on generative artificial intelligence at an Australian university (n = 1,135). When the survey was conducted, most students had low knowledge, experience, and confidence in using these tools. These results varied across disciplines and across some student sub-groups, such as mature-age students and international students. Confidence appeared to increase with experience, although the data also revealed a portion of students that have never used these tools yet still felt confident in using them. In exploring these results, this article aims to shed new light on this fast-evolving landscape and inform the future direction of supporting students to engage with generative artificial intelligence tools appropriately.

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生成式人工智能:大学生跨学科使用的意识、经验和信心

全球高等教育部门已经被ChatGPT等生成式人工智能工具的扩散严重扰乱，特别是在其对评估的影响方面。然而，迄今为止，很少有研究探索学生对这些工具的看法。本文报道了澳大利亚一所大学(n = 1135)对学生对生成式人工智能的看法进行的首次大规模定量研究之一。在进行调查时，大多数学生对使用这些工具的知识、经验和信心都很低。这些结果在不同学科和一些学生分组(如成年学生和国际学生)中有所不同。信心似乎随着经验的增加而增加，尽管数据也显示，一部分从未使用过这些工具的学生仍有信心使用它们。在探索这些结果的过程中，本文旨在为这一快速发展的领域提供新的视角，并为支持学生适当地使用生成式人工智能工具的未来方向提供信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of University Teaching and Learning Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

18.80%

发文量

期刊介绍： The Journal of University Teaching and Learning Practice aims to add significantly to the body of knowledge describing effective and innovative teaching and learning practice in higher education.The Journal is a forum for educational practitioners across a wide range of disciplines. Its purpose is to facilitate the communication of teaching and learning outcomes in a scholarly way, bridging the gap between journals covering purely academic research and articles and opinions published without peer review.