Abstract
Artificial intelligence represents an emerging frontier for higher education institutions, potentially personalising learning, automating tasks, and supporting student outcomes. This study examines international students’ perceptions of the recent proliferation of generative artificial intelligence tools in the context of academic learning and assessment. The study involved N = 223 students from three different higher education institutions located in Australia, Germany and Italy. The focus was on the student’s competence in artificial intelligence and their perception of six different generative artificial intelligence tools concerning learning and assessment. The findings suggest that the dimensions of competence in artificial intelligence vary considerably and that students from different countries have a comparable level of competence in artificial intelligence. Further findings indicate that the expected support of generative artificial intelligence tools for learning and assessment is perceived differently. This study highlights the need for increased pedagogical attention to artificial intelligence, bridging the gap between students' enthusiasm and technical knowledge. It suggests that effective integration of generative artificial intelligence tools should also prioritise the development of critical thinking and comprehension skills over content generation.
Published Version
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