Perceptions and expectations of university students regarding AI
DOI:
https://doi.org/10.31637/epsir-2024-357Keywords:
Generative Artificial Intelligence, University, Technological Adoption in Education, AI, EthicsAbstract
Introduction: The integration of Generative Artificial Intelligence (GAI) in higher education is analysed, focusing on the perceptions of 307 students at the Autonomous University of Baja California. Methodology: Quantitative approach with questionnaire in Google forms distributed through QR and snowball technique. Analysis of variance (ANOVA) to compare perceptions by semester, gender and career. Results: Varied but neutral and uncertain perceptions of the IAG. Significant differences between majors and semesters, with small to moderate effects. Ethical concerns highlighted. Discussion: Need for adequate training and clear regulations for responsible use of IAG. Diverse perceptions indicate uncertainty about benefits and challenges. Conclusions: Training and clear regulations are required to ensure ethical and responsible use of IAG in higher education.
Downloads
References
Alharbi, W. (2023). The use and abuse of artificial intelligence-enabled machine translation in the EFL classroom: An exploratory study. Journal of Education and E-Learning Research, 10(4), https://doi.org/10.20448/jeelr.v10i4.5091 DOI: https://doi.org/10.20448/jeelr.v10i4.5091
Alfaro-Salas, H. y Díaz Porras, J. A. (2024). Percepciones y Aplicaciones de la IA entre Estudiantes de Secundaria. Revista Docentes 2.0, 17(1), 200–215. https://doi.org/10.37843/rted.v17i1.458 DOI: https://doi.org/10.37843/rted.v17i1.458
Alvarado, M. A. (2024). Percepciones docentes sobre la Inteligencia Artificial Generativa: El caso mexicano. Revista Paraguaya de Educación a Distancia (REPED), 5(2), 44–55. https://doi.org/10.56152/reped2024-dossierIA1-art4 DOI: https://doi.org/10.56152/reped2024-dossierIA1-art4
Chao-Rebolledo, C. y Rivera-Navarro, M. A. (2024). Usos y percepciones de herramientas de inteligencia artificial en la educación superior en México. Revista Iberoamericana De Educación, 95(1), 57–72. https://doi.org/10.35362/rie9516259 DOI: https://doi.org/10.35362/rie9516259
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). SAGE Publications.
Gallent Torres, C., Zapata González, A. y Ortego Hernando, J. L. (2023). El impacto de la inteligencia artificial generativa en educación superior: una mirada desde la ética y la integridad académica. RELIEVE - Revista Electrónica De Investigación Y Evaluación Educativa, 29(2). https://doi.org/10.30827/relieve.v29i2.29134 DOI: https://doi.org/10.30827/relieve.v29i2.29134
García-Peñalvo, F. J., Llorens-Largo, F. y Vidal, J. (2024). La nueva realidad de la educación ante los avances de la inteligencia artificial generativa. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 9-39. https://doi.org/10.5944/ried.27.1.37716 DOI: https://doi.org/10.5944/ried.27.1.37716
Heberer, D., Pisano, A., Markson, C. y ChatGPT (2023). As Cited by the Artificial Intelligence of ChatGPT: Best Practices on Technology Integration
in Higher Education. Journal for Leadership and Instruction, Spring 2023, 8-12.
Instituto Federal de Telecomunicaciones (2022). Conocimiento, percepción y uso de la Inteligencia Artificial por los usuarios de Internet fijo y/o móvil. Coordinación General de Política del Usuario.
Jung, I. (2024). Personalized Education for All: The Future of Open Universities. Open Praxis, 16(1), 24–36. https://doi.org/10.55982/openpraxis.16.1.612 DOI: https://doi.org/10.55982/openpraxis.16.1.612
Nwosu,L. I., Bereng, M. C., Segotso, T. y Enebe, N. B. (2023). Fourth Industrial Revolution tools to enhance the growth and development of teaching and learning in higher education institutions: A Systematic Literature Review in South Africa. Research in Social Sciences and Technology, 8(1), 51-62. https://doi.org/10.46303/ressat.2023.4 DOI: https://doi.org/10.46303/10.46303/ressat.2023.4
Ramirez, E. A. B. y Fuentes Esparrell, J. A. (2024). Artificial Intelligence (AI) in Education: Unlocking the Perfect Synergy for Learning. Educational Process: International Journal, 13(1), 35-51. https://doi.org/10.22521/edupij.2024.131.3 DOI: https://doi.org/10.22521/edupij.2024.131.3
Ríos Hernández, I. N., Mateus, J. C., Rivera Rogel, D. y Rosa Ávila Meléndez, L. (2024). Percepciones de estudiantes latinoamericanos sobre el uso de la inteligencia artificial en la educación superior. Austral Comunicación, 13(1), e01302. https://doi.org/10.26422/aucom.2024.1301.rio DOI: https://doi.org/10.26422/aucom.2024.1301.rio
Romero-Rodríguez, J., Ramírez-Montoya, M., Buenestado-Fernández, M. y Lara-Lara, F. (2023). Use of ChatGPT at university as a tool for complex thinking: Students' perceived usefulness. Journal of New Approaches in Educational Research, 12(2), 323-339. https://doi.org/10.7821/naer.2023.7.1458 DOI: https://doi.org/10.7821/naer.2023.7.1458
Torres, M. (2023, junio 9). Aplicaciones y herramientas de inteligencia artificial (IA) para estudiantes. Conecta. Tecnológico de Monterrey.
Tramallino, C. P. y Zeni, A. M. (2024). Avances y discusiones sobre el uso de inteligencia artificial (IA) en educación. Educación, 33(64), 29-54. https://dx.doi.org/10.18800/educacion.202401.m002 DOI: https://doi.org/10.18800/educacion.202401.M002
Xiao, P., Yuanyuan, C. y Weining, B. (2023). Waiting, Banning, and Embracing: An Empirical Analysis of Adapting Policies for Generative AI in Higher Education, SSRN, 1-33. http://dx.doi.org/10.2139/ssrn.4458269 DOI: https://doi.org/10.2139/ssrn.4458269
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Karla Karina Ruiz Mendoza, Ma. Antonia Miramontes Arteaga, Carlos Reyna García

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).