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<p>This study investigates university students’ technology use and understanding in the post-generative AI (GenAI) era. A mixed-methods approach, employing a survey of 68 students at a business-focused university in the United States, explored current learning tool usage patterns, specific GenAI applications, self-perceived AI expertise, and knowledge acquisition methods. Findings reveal that while GenAI tools, especially ChatGPT, are frequently used, they have not supplanted traditional online resources like search engines. They are being used for learning and even entertainment, demonstrating a multifaceted integration of AI into university life. Notably, some emerging uses of GenAI extend into sensitive areas such as health-related inquiries, raising questions about appropriate boundaries and responsible use. Furthermore, we find discrepancies between students’ self-assessed AI expertise and their articulated understanding of it, suggesting potential overconfidence and highlighting the need for robust digital literacy programs. The limited awareness of GenAI tools beyond ChatGPT also underscores a potential gap in students’ technological toolkit while demonstrating that students mostly use GenAI tools to <i>create</i> and <i>understand</i> education-related material.</p>

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Can Generative AI Replace Search Engines for Learning? Understanding Student Preferences, Use and Perceived Proficiency in Using AI

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月5日

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  • Rahul R. Divekar,
  • Lisette Gonzalez,
  • Sophia Guerra,
  • Natasha Boos,
  • Ritika Divekar

摘要

This study investigates university students’ technology use and understanding in the post-generative AI (GenAI) era. A mixed-methods approach, employing a survey of 68 students at a business-focused university in the United States, explored current learning tool usage patterns, specific GenAI applications, self-perceived AI expertise, and knowledge acquisition methods. Findings reveal that while GenAI tools, especially ChatGPT, are frequently used, they have not supplanted traditional online resources like search engines. They are being used for learning and even entertainment, demonstrating a multifaceted integration of AI into university life. Notably, some emerging uses of GenAI extend into sensitive areas such as health-related inquiries, raising questions about appropriate boundaries and responsible use. Furthermore, we find discrepancies between students’ self-assessed AI expertise and their articulated understanding of it, suggesting potential overconfidence and highlighting the need for robust digital literacy programs. The limited awareness of GenAI tools beyond ChatGPT also underscores a potential gap in students’ technological toolkit while demonstrating that students mostly use GenAI tools to create and understand education-related material.