Personality, perspectives, and CBU students' use of generative AI

Abstract

Academic dishonesty is a prevalent issue among university students that is increasing with recent growth and advances in generative artificial intelligence (AI). What we still do not know, however, is how undergraduate students are using and perceive generative AI technologies, and what individual differences relate to these perspectives and behaviours. The current study addresses these questions using both quantitative and qualitative methods. In the quantitative component of the study, participants (N = 60) completed an anonymous online survey examining whether personality (conscientiousness, agreeableness) and previous academic achievement relate to use of generative AI and perceptions of its dishonesty. In the qualitative component of the study, participants (N = 10) shared their perspectives, experiences, and general feelings about the use of generative AI through semi-structured interviews. Results from the quantitative component were nonsignificant, but in analyzing the interviews with participants, 8 themes and 4 subthemes emerged, shedding light on students’ perception, concerns, and evaluations related to the use of generative AI in an academic context. Limitations of the study, implications of its findings, and recommendations for future research are discussed.