Students viewed generative AI as useful but risky

What the study found: Students in the study generally saw generative AI as a helpful tool for academic work, especially for saving time and supporting language and critical thinking skills. They also reported concerns about privacy risks, information reliability, and possible plagiarism.
Why the authors say this matters: The authors say the findings provide insights for educational institutions when designing policies and learning strategies that maximize the benefits of generative AI while reducing its risks. They also state that the study may help build more adaptive digital literacy and academic policies.
What the researchers tested: The researchers surveyed 71 students from a Library and Information Science program who had used generative AI in their academic activities. They collected responses with a 5-point Likert scale and analyzed the data descriptively using SPSS software.
What worked and what didn't: The findings indicate that students perceived generative AI as facilitating academic tasks, improving time efficiency, and enhancing language and critical thinking skills. At the same time, students identified privacy risks, questions about information reliability, and potential plagiarism as challenges, while showing high awareness of academic integrity and the importance of honesty and originality.
What to keep in mind: The abstract describes a survey of 71 students from one program, so the scope is limited to that group. The available summary does not describe additional limitations beyond the study setting.

Key points

• Students viewed generative AI as helpful for academic tasks and time efficiency.
• Students said generative AI may support language skills and critical thinking.
• Concerns included privacy risks, information reliability, and potential plagiarism.
• Students reported high awareness of academic integrity, honesty, and originality.
• The study surveyed 71 Library and Information Science students using a 5-point Likert scale.