The rapid integration of Generative Artificial Intelligence (GenAI) tools such as ChatGPT, Google Gemini, and Microsoft Copilot into educational environments has prompted both enthusiasm and concern among students and educators. This study investigates university students’ perceptions, usage patterns, and attitudes toward GenAI tools in academic contexts. Using a mixed-methods approach, data were collected from 200 students across multiple disciplines at university in South Africa through surveys and semi-structured interviews. Findings reveal that a majority of students actively engage with GenAI tools for a variety of academic tasks, including brainstorming, summarizing content, enhancing writing, and clarifying complex concepts. Students reported benefits such as improved productivity, reduced anxiety, and access to personalized learning support. However, concerns were raised regarding the accuracy of information, overreliance, and ethical issues such as plagiarism and diminished critical thinking as well as creativity. Differences in use and perception were observed based on field of study, year level, and prior familiarity with AI technologies. The study highlights the need for clear institutional policies, AI literacy training, and pedagogical strategies that integrate GenAI in a way that supports active learning rather than passive dependence. Implications for educators, curriculum designers, and policymakers are discussed.

Authors:
Ruth Wario, University of the Free State, South Africa

About the Presenter(s)
Dr. Ruth Wario is a Senior Lecturer in Computer Science at the University of the Free State. Her work focuses on HCI and ICT4D, exploring how digital technologies support development in healthcare, agriculture, and education.

Connect on Linkedin
https://www.linkedin.com/in/ruth-wario-phd-ab40a2a1/

See this presentation on the full schedule – Friday Schedule

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