AI chatbots in higher education: Students’ beliefs and concerns

Abstract

• Study Purpose : The main goal of the study is to analyse the use, beliefs, and concerns regarding AI chatbots among university students in Slovenia, aiming to inform academic practices and policymaking. • Methodology : Utilised a structured questionnaire completed by 422 participants from diverse demographics and fields of study, designed to assess patterns of AI chatbot usage, as well as students' perceptions and concerns about the potential benefits and drawbacks of AI in education. • Analytical Approach : Employed statistical tools such as Analysis of Variance (ANOVA) and the Chi-square test to examine differences in AI chatbot usage, beliefs, and concerns based on students' level and field of study. • Slovenian students are generally cautious about the capabilities of AI chatbots. • A significant majority are concerned that reliance on AI chatbots could negatively impact essential educational skills like creative writing and critical thinking. • However, most students do not believe that over-dependence on AI chatbots could destroy the purpose of education. • Implications : The findings underscore the need for careful consideration of the educational, ethical, and psychological impacts of integrating AI tools into educational settings. • Future Directions : Highlights the necessity for further research into the educational implications of AI and advocates for a balanced and sustainable approach to incorporating these technologies in higher education curricula to ensure that AI adoption enhances learning outcomes and aligns with sustainability principles, benefiting both education and society in the long term. The integration of artificial intelligence (AI) tools in educational settings has garnered significant attention due to its potential to transform learning experiences. The main goal of this study is to analyse the usage, beliefs, and concerns of AI chatbots among university students in Slovenia providing a comprehensive analysis that informs both academic practices and policy-making. We used a structured questionnaire with a sample of 422 participants reflecting a diverse demographic profile across various fields of study. The questionnaire was designed to measure the patterns of AI chatbot usage, students' perceptions and concerns towards AI's potential benefits and drawbacks in education. Statistical analyses, including Analysis of Variance (ANOVA) and the Chi-square test, were utilized to test hypotheses concerning differences in AI chatbot usage, beliefs and concerns based on the level and field of study. The results reveal that Slovenian students are very cautious regarding the capabilities of AI chatbots. A significant majority of students express concern that dependence on AI chatbots could negatively affect two fundamental skills in education: creative writing skills and critical thinking. On the other hand, a majority of students disagree with the statement that over-dependence on AI chatbots could destroy the purpose of education. The findings suggest that there is a critical need to address the educational, ethical, and psychological impacts of AI technologies. The results highlight the necessity for further research into the educational implications of AI, suggesting a balanced and sustainable approach to integrating these technologies into higher education curricula. Such an approach ensures that the adoption of AI not only enhances learning outcomes but also aligns with the principles of sustainability, promoting long-term benefits for both education and society.

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