Artificial Intelligence Chatbots and Self-Efficacy in the Journalism Classroom

Abstract

As artificial intelligence chatbots enter journalism education, instructors are making choices about whether to allow their use. One perspective that may help them make this decision comes from considering the importance of perceptions of self-efficacy in learning and motivation. Through interviews conducted with journalism students who have been instructed in the use of AI for specific journalism tasks, this study explores how students perceive AI’s impact on their education and their sense of self-efficacy, providing evidence that using AI in journalism education can put barriers between students and the performance accomplishments they need to build confidence.