Perceptions and usage of AI chatbots among students in higher education across genders, academic levels and fields of study

Abstract

AI chatbots have ignited discussions and controversies about their impact on teaching and learning practices in higher education. This study explores students’ adoption and perceptions of ChatGPT and other AI chatbots in higher education. Based on survey data from a large sample (n=5,894) across Swedish universities, the study employs descriptive statistical methods to analyze usage, attitudes, and concerns, and inferential statistics to identify relations between attitudes and usage and background variables (gender, academic level, and field of study). The results reveal broad awareness and use of ChatGPT among students, but not of other AI chatbots. More than half of the students expressed positive attitudes towards the use of chatbots in education, but almost as many expressed concerns about future use. Statistically significant differences were found across all examined grouping variables, particularly between genders and fields of study. Female students and students from the humanities and medicine consistently expressed more negative attitudes and concerns about AI's role in learning and assessment, while males and technology and engineering students showed higher usage and optimism. These findings not only validate the continued relevance of student backgrounds as a determinant of technology adoption but also expose several challenges and considerations surrounding AI and chatbot usage in education. The study supports the development of local solutions to AI in education tailored to student attributes and needs, and it provides insights for developers, educators, and policymakers.