An investigation of generative AI in the classroom and its implications for university policy

Abstract

Purpose The emergence of widely available Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, presents both opportunities and threats for higher education. This study aims to investigate the factors that influence students’ current use of GenAI and students’ perceptions of how GenAI can facilitate learning, as well as informs recommendations for institutional policies related to GenAI. Design/methodology/approach A mixed-method approach was used. A survey of undergraduate business students was followed by a case study that required students to use GenAI as part of a homework assignment and then reflect on their learning experience. Findings Students used GenAI more frequently when they perceived that it helped their learning outcomes and when it was perceived as a social norm. Conversely, the perception that GenAI was cheating reduced its usage. Male (vs female) students used GenAI more frequently. Students preferred institutional policies that allowed the use of GenAI but also set clear boundaries for its use. They reported that the assignment that required the use of GenAI enhanced their learning experience. Practical implications Results from the survey and case study imply that institutions should set policies establishing clear boundaries for the use of GenAI while encouraging and training faculty to incorporate GenAI into classroom assignments. Doing so can facilitate student learning and train students on an important technology that prepares them for the workforce. Originality/value This study provides insight into students’ usage of GenAI, explores factors that predict its usage, provides policy recommendations for educational institutions and offers a template for incorporating GenAI into classroom assignments.

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