AI Taskforce: Students

Includes a Proposed AI Use Syllabus Statement, various guidelines for use along with various student checklists. Recommended by J Poland 3/21/24

This site is a resource for students, built by students, to provide ways you can use generative artificial intelligence productively and responsibly as part of your learning journey in university.

Here are some guiding ideas to keep in mind as you navigate college in the era of artificial intelligence

Covers several considerations when using ChatGPT

This free guide to navigating college in the era of artificial intelligence includes ground rules for students to follow in their classes, a checklist for using AI ethically, suggested ways to use AI, cautions about the downsides of using AI, lists of AI resources, and suggestions for writing prompts. It also provides guidance on creating an academic journey that will prepare students to succeed in an AI-infused world, along with advice about doing a career search using AI.

To help explore some of the ways students can use AI technology to improve their learning, presented are a series of articles that examine the following student use cases:1) AI as a feedback generator; 2) AI as a personal tutor; 3) AI as a team coach; 4) AI as a learner—feel free to use or adapt them for your class.

The aim of this study is to uncover how students’ practices of writing in higher education are being impacted by ChatGPT. Generative AI appears to have had a large impact on how students write, and we propose a model of generative AI literacy to assess their capabilities in doing so.

As Large-Scale Language Models (LLMs) continue to evolve, they demonstrate significant enhancements in performance and an expansion of functionalities, impacting various domains, including education. In this study, we conducted interviews with 14 students to explore their everyday interactions with ChatGPT. Our preliminary findings reveal that students grapple with the dilemma of utilizing ChatGPT's efficiency for learning and information seeking, while simultaneously experiencing a crisis of trust and ethical concerns regarding the outcomes and broader impacts of ChatGPT.

To help educators better understand how students are experimenting with generative AI tools, we asked them. Some students we talked to are AI evangelists who’ve committed time and energy to using the technology; others feel more hesitant about it. But all have thought deeply about whether and how generative AI can be used effectively in education.

This study examines the impact of artificial intelligence (AI) on loss in decision-making, laziness, and privacy concerns among university students. From this study, it was observed that human laziness is the most affected area due to AI. However, this study argues that significant preventive measures are necessary before implementing AI technology in education. Accepting AI without addressing the major human concerns would be like summoning the devils. Concentrating on justified designing and deploying and using AI for education is recommended to address the issue.

What questions are library users asking about generative AI and how can we be prepared to answer them? To help with that, we’ve drafted sample questions and answers about ChatGPT and similar tools.

Explores how students are harnessing AI to enhance their learning experiences—AI x Education- Lily Lee and Yash Yardi
Sep 12, 2024

As institutions grapple with developing policies and guidance and the complex pedagogical shifts, capturing the authentic student voice remains crucial to inform responsible AI integration that both empowers students/ learners and maintains academic integrity.

This study explores university students' perceptions of generative AI (GenAI) technologies, such as ChatGPT, in higher education, focusing on familiarity, their willingness to engage, potential benefits and challenges, and effective integration. Insights from this study can inform policy development around the integration of GenAI technologies into higher education, helping to create well-informed guidelines and strategies for responsible and effective implementation

This report examines differences in experiences and perceptions of generative AI across racial and ethnic groups, between teens (ages 14-17) and young adults (ages 18-22), and across LGBTQ+ and gender identities. We also utilized open-ended questions to provide more detailed context about generative AI use, concerns, and excitement among young people. Includes data from a separate survey that contained an open-ended question asking teens (ages 13-17) to describe one thing they wanted adults to know about how teens use AI.

Despite the importance of artificial intelligence (AI) for university students to thrive in the future workplace, few studies have been conducted to assess and foster their intentions to learn AI. Guided by the situated expectancy-value theory, this study adopted both variable- and person-centered approaches to explore the role of supportive environments and expectancy-value beliefs in fostering university students' intentions to learn AI.