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Student Usage of AI Tools


Illustrated image of students using tablets and laptops to learn from AI

It’s natural that the introduction and continued evolution of generative AI (GenAI) continues to spark conversation and deep discourse in the academic community. It should be noted, however, that while we have these debates, students are already incorporating GenAI into their studying process (Vox, 2023). 


I had the pleasure of speaking to the four Graduate Assistants working with us at the Learning and Teaching Nexus, and was able to glean some key insights on how students are using GenAI tools as part of their academic work. 


  1. Summarizing key points. When looking at hundreds of pages of reading every week, students use generative AI tools to quickly summarize the main points and clarify areas of confusion. Deepali Babuta, (MS. in Integrated Design and Media, Class of 2026) says, “I read through the summary first and then ask AI detailed questions on interesting aspects of the text.” The summary, paired with detailed inquiry of the text, can help build critical thinking skills. 

  2. Reviewing data. In some instances, AI tools help students to examine large data sets. Zulsyika Nurfaizah (MA. in Learning Technology and Experience Design, Class of 2025) shares, “In one of my courses, Affective Interfaces, we created a big document that contained heartbeat, GSR, and brain waves data. I use NotebookLM to help me analyze, compare, and organize the data so I could extract insights more easily.” In this use case, Ms. Nurfaizah was able to parse through large quantities of data more quickly because it reduces time spent on repetitive tasks. This allows her to spend more time analyzing and interpreting the data. 

  3. Brainstorming. Ashutosh Agrawal, (MS. in Computer Engineering, Class of 2026) shares, “I use ChatGPT when I am brainstorming ideas for class projects. It recently helped me find new ways to implement the project that I hadn’t found earlier. It also helped me pinpoint and remove tasks that aren’t necessary in the early stages, which helped to keep my focus where it needs to be.” When students get stuck or need a fresh way to look at things, AI tools can help spark new ideas or perspectives. 

One of the most important take-aways from these conversations was seeing that students are aware of AI limitations. Nigel Lu, (MS. Computer Science, Class of 2025) shared that “GPT sometimes gives me misinformation, which constantly reminds me to only use GPT in fields where I have at least some basic knowledge to be able to verify answers.” This degree of awareness allows students to use AI tools as a personal assistant, but never as the expert in the room. Students are aware that these tools might be hallucinating, can be prone to bias, and overly simplistic. 


Our students may just be some of our greatest teachers when it comes to learning how to use and incorporate AI into education. If AI is here to stay (it is), let’s learn together. We don’t have to be the foremost AI expert in the room to bring it into our teaching. 


Ask your students how they are or want to use AI in your classroom and have an open and honest conversation about what will help learning and what will hinder it. Students appreciate open discussion and coming to a group consensus on what makes sense might just make for a better learning experience for all! 



References

Vox. (2023, December 12). AI can do your homework. Now what? Youtube. https://www.youtube.com/watch?v=bEJ0_TVXh-I 

 
 
 
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