Students’ voices on generative AI: perceptions, benefits, and challenges in higher education

• Cecilia Ka Yuk Chan ^[1] ; Wenjie Hu
  1. [1] University of Hong Kong

     University of Hong Kong

     RAE de Hong Kong (China)

     
• Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 20, 2023
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • 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 benefts and challenges, and efective integration. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Students recognized the potential for personalized learning support, writing and brainstorming assistance, and research and analysis capabilities. However, concerns about accuracy, privacy, ethical issues, and the impact on personal development, career prospects, and societal values were also expressed. According to John Biggs’ 3P model, student perceptions signifcantly infuence learning approaches and outcomes. By understanding students’ perceptions, educators and policymakers can tailor GenAI technologies to address needs and concerns while promoting efective learning outcomes. Insights from this study can inform policy development around the integration of GenAI technologies into higher education. By understanding students’ perceptions and addressing their concerns, policymakers can create well-informed guidelines and strategies for the responsible and efective implementation of GenAI tools, ultimately enhancing teaching and learning experiences in higher education.