Most Saudi higher education students have positive perceptions of GenAI tools, utilizing them primarily for tasks like concept clarification and translation, while recognizing both significant benefits like time-saving and challenges like subscription costs and reliability concerns.

Objective: This study aimed to investigate the current perceptions of Generative Artificial Intelligence (GenAI) tools among higher education students in Saudi Arabia, specifically examining the extent of utilization and perceived benefits and challenges of these tools in educational contexts.

Methods: The researchers conducted a cross-sectional survey of 859 higher education students at King Saud University in Saudi Arabia during the second semester of the 2023/2024 academic year. The study utilized a theoretical framework based on the Technology Acceptance Model (TAM) and Task-Technology Fit (TTF) theory to examine students' utilization, perceived benefits, and challenges associated with GenAI tools. A customized questionnaire was developed through literature review and expert consultations, containing items covering demographics, GenAI utilization, purposes, benefits, and challenges. Data were analyzed using descriptive statistics, including percentages, means, and standard deviations.

Key Findings:

• 78.7% of students frequently use GenAI tools, while 21.3% do not, primarily due to lack of knowledge or interest
• ChatGPT emerged as the most widely used GenAI tool (86.2% of respondents), followed by Gemini (21.9%), Socratic (16.9%), and CoPilot (16.4%)
• The primary educational purposes for using GenAI include defining or clarifying concepts (69.2%), translation (50.7%), generating ideas while writing (53.3%), and summarizing academic literature (45.9%)
• Students perceive significant benefits from GenAI tools, including ease of access and use (90.7% agree), time-saving (92% agree), and instant feedback (71.3% agree)
• The most significant challenges identified include subscription fees for accessing advanced features (58% agree), unreliable information (41.4% agree), inaccurate or false references (42.3% agree), reduced human-to-human interaction (46.4% agree), and concerns about plagiarism and cheating (42.6% agree)
• Only 19.2% of students were aware of their university's established rules or guidelines for the responsible use of GenAI technologies
• 26.3% of students reported that their instructors actively encourage the use of GenAI tools

Implications: The findings contribute to a comprehensive understanding of how higher education students perceive and utilize GenAI tools, which can inform the design and implementation of educational policies and practices for integrating these technologies in academic contexts. The study underscores the need for:

• Increased awareness and education about GenAI technologies among the student community
• Better communication and dissemination of institutional guidelines for responsible use
• Support systems to help students leverage GenAI tools effectively while maintaining academic standards
• Addressing concerns about reliability, accuracy, learning autonomy, and academic integrity
• Ensuring equitable access to these technologies by addressing financial barriers

Limitations:

• The study sample was predominantly male students (58.3%) and those from science colleges (40.3%), which may limit the generalizability of findings and potentially misrepresent the views of female students and those from non-science disciplines
• The research context, including institutional policies and technological infrastructure, may have influenced the findings, limiting transferability
• The study provides only a snapshot in time without exploring how student perceptions might evolve as they gain more experience with GenAI technologies
• The study was conducted at a single university in Saudi Arabia, which may not represent diverse institutional contexts

Future Directions: The researchers suggest several avenues for future research:

• Adopting more longitudinal approaches to understand how student perceptions and experiences with GenAI evolve over time
• Conducting studies across diverse institutional contexts to capture a broader range of perspectives
• Closely monitoring rapid technological advancements in GenAI to ensure ongoing relevance of research findings
• Exploring differences in GenAI adoption and utilization across different disciplines, particularly in computing-related domains where current adoption may be lower
• Investigating the factors affecting acceptance of specific GenAI applications, such as AI Coding Assistant Tools

Title and Authors: "Student Perceptions of Generative Artificial Intelligence: Investigating Utilization, Benefits, and Challenges in Higher Education" by Ahmad Almassaad, Hayat Alajlan, and Reem Alebaikan.

Published On: September 24, 2024

Published By: Systems journal (MDPI)