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| Natura: | Preprint |
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2025
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| Accesso online: | https://arxiv.org/abs/2510.03107 |
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| _version_ | 1866912626449055744 |
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| author | Alpizar-Chacon, Isaac Keuning, Hieke de Jong, Imke Lykourentzou, Ioanna Rings, Susan |
| author_facet | Alpizar-Chacon, Isaac Keuning, Hieke de Jong, Imke Lykourentzou, Ioanna Rings, Susan |
| contents | The application of Artificial Intelligence, in particular Generative AI, has become more widespread among educational institutions. Opinions vary widely on whether integrating AI into classrooms is the way forward or if it is detrimental to the quality of education. Increasingly, research studies are giving us more insight into the consequences of using AI tools in learning and teaching. Studies have shown how, when, and why students use AI tools. Because developments regarding the technology and its use are moving fast, we need frequent, ongoing, and more fine-grained investigation. One aspect that we do not know much about yet is how students use and think about AI across \textit{different types of education}. In this paper, we present the results of a multi-institutional survey with responses from 410 students enrolled in the computing programs of 23 educational institutions, representing high schools, colleges, and research universities. We found distinct usage patterns across the three educational institution types. Students from all types express excitement, optimism, and gratitude toward GenAI. Students in higher education more often report worry and skepticism, while high school students report greater trust and fewer negative feelings. Additionally, the AI hype has had a minimal influence, positive or negative, on high school students' decision to pursue computing. Our study contributes to a better understanding of inter-institutional differences in AI usage and perception and can help educators and students better prepare for future challenges related to AI in computing education. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2510_03107 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Excited, Skeptical, or Worried? A Multi-Institutional Study of Student Views on Generative AI in Computing Education Alpizar-Chacon, Isaac Keuning, Hieke de Jong, Imke Lykourentzou, Ioanna Rings, Susan Computers and Society The application of Artificial Intelligence, in particular Generative AI, has become more widespread among educational institutions. Opinions vary widely on whether integrating AI into classrooms is the way forward or if it is detrimental to the quality of education. Increasingly, research studies are giving us more insight into the consequences of using AI tools in learning and teaching. Studies have shown how, when, and why students use AI tools. Because developments regarding the technology and its use are moving fast, we need frequent, ongoing, and more fine-grained investigation. One aspect that we do not know much about yet is how students use and think about AI across \textit{different types of education}. In this paper, we present the results of a multi-institutional survey with responses from 410 students enrolled in the computing programs of 23 educational institutions, representing high schools, colleges, and research universities. We found distinct usage patterns across the three educational institution types. Students from all types express excitement, optimism, and gratitude toward GenAI. Students in higher education more often report worry and skepticism, while high school students report greater trust and fewer negative feelings. Additionally, the AI hype has had a minimal influence, positive or negative, on high school students' decision to pursue computing. Our study contributes to a better understanding of inter-institutional differences in AI usage and perception and can help educators and students better prepare for future challenges related to AI in computing education. |
| title | Excited, Skeptical, or Worried? A Multi-Institutional Study of Student Views on Generative AI in Computing Education |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2510.03107 |