Student perceptions of the educational use of generative artificial intelligence: a multidisciplinary study
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[1] Universitat d'Alacant
Universitat d'Alacant
Alicante, España
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- Localización: Metodologías activas y tecnologías emergentes aplicadas a la docencia universitaria / coord. por Rosana Satorre Cuerda, 2025, ISBN 978-84-1079-247-0, págs. 33-45
- Idioma: inglés
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Resumen
This study offers an empirical analysis of university students’ perceptions regarding the educational use of generative artificial intelligence (GAI) tools, following their participation in learning activities designed by their instructors. A structured questionnaire was administered to 1,193 undergraduate and graduate students from two Spanish universities, representing a wide range of academic disciplines. This study involved the design and validation of a structured questionnaire through expert judgment and exploratory factor analysis. The instrument assessed seven key dimensions: familiarity, perceived usefulness, technical capabilities, attitude, ethical concerns, content quality, and overall evaluation. Results indicate a generally positive attitude towards GAI, particularly in terms of its usefulness for learning and pedagogical integration. However, skepticism persists concerning the reliability of AI-generated content. Comparative analyses reveal significant differences based on gender, age, digital competence, academic field, and university. Students in Education and Social Sciences reported more favorable views, while more critical perspectives were found in Humanities and Science/Engineering, suggesting a strong influence of disciplinary cultures. The study provides robust empirical evidence on the actual impact of GAI in educational settings, highlighting the need for pedagogical strategies tailored to diverse student populations. It advocates for critically informed, creative, and ethically grounded models for integrating AI in higher education, sensitive to both learner diversity and institutional context.