AI in Education: Students Turn to Generative Tools for Quick Answers, but Learning Benefits Exist
A study by Georgia State University has shed light on students' use of generative AI in learning. Professor G. Sue Kasun, who employs AI chatbots like Google's Gemini, found that while students primarily use these tools for quick answers, they can also foster learning-oriented behaviors when encouraged thoughtfully.
The study revealed that students are most likely to turn to the internet or instructors for learning assistance, ranking tutors and peers below generative AI. However, when seeking executive help, students similarly turn to the internet first, but then look to generative AI or a peer before instructors or tutors.
Students who lack confidence in a course or engage less with peers are more likely to use generative AI for help. Notably, students from marginalized backgrounds, including first-generation students and students of color, are more open to using AI tools for academic support. This suggests a potential equalizing effect of AI in education.
Contrary to popular belief, students do not primarily use generative AI to learn. A study from the University of Southern California found that students mainly use these tools to get direct answers. Yet, when used thoughtfully, generative AI can encourage learning-oriented behaviors, as Professor Kasun's study suggests.
In 2025, a study by Tyton Partners found that two-thirds of students use generative AI chatbots weekly, indicating its widespread integration into academic life. However, students with better internet search skills or those who perceive themselves as competent in their courses are less likely to turn to generative AI tools for help. Conversely, students who are averse to asking peers for support or perceive themselves as less competent are more likely to engage with generative AI. As AI continues to evolve, understanding its role in education and how to use it effectively will be crucial for students and educators alike.
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