A Precarious Partnership: Student Perceptions of Generative AI in Post-Secondary Learning
DOI:
https://doi.org/10.18357/otessaj.2024.4.3.74Keywords:
post-secondary, co-regulation, ChatGPT, artificial intelligence, generative AI, self-regulated learning, human-AI interaction, human-AI collaboration, socially-shared regulationAbstract
Generative AI (GenAI) technologies offer both potent possibilities and significant risks for learning. As such, post-secondary learners require critical competencies for strategically regulating learning with AI. While student beliefs about GenAI impact their interactions and decisions, research of students’ perspectives is emergent. This study aimed to examine post-secondary students’ perceptions about the effective use of GenAI for learning. Participants were 125 undergraduate students at a university in Canada. Results indicated students were confident in their ability to use GenAI for learning, perceived GenAI to be effective for learning, and reported using GenAI in a wide range of academic tasks, particularly when faced with cognition and time management challenges. Finally, access to information, personalized learning support, new learning approaches, and time were considered benefits of GenAI. However, students expressed concerns about academic integrity, information accuracy, and the impact on personal learning. Implications for scaffolding learners’ development of skills for self-regulating interactions with AI critical for post-secondary and beyond are discussed.
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