Can Generative AI reformulate students’ educational experience in Higher Education?

Abstract

Artificial Intelligence (AI) has increasingly been explored in a wide range of technological and other scientific fields, but it has only recently started to be carefully considered in education. The countless possibilities that this digital technology may offer schools and higher education appear inspiring and groundbreaking. However, there is also a need to study the initial uses students make of easily available generative AI technologies. This article describes a research study carried out at the Faculty of Psychology, Education and Sports Science Blanquerna (University Ramon Llull) and provides evidence on how, how much and why university students naturally and spontaneously use generative AI. Qualitative data was collected from two groups of students (Psychology and Education undergraduates) through questionnaires and was analysed via Discourse Analysis (DA). Some conclusions seem to align with the recent literature and show the need to provide university students with initial training on AI, as well as highlighting the ethical risks and the potential difficulties involved in obtaining reliable information using generative AI tools, among other issues. Potential approaches to redesigning higher education students’ experiences are also explored.