AI News Monitor

A recent study by Virginia Tech has uncovered significant disparities in the adoption and attitudes toward generative artificial intelligence (AI) tools like ChatGPT, Google’s Gemini, and Microsoft’s Copilot among students and faculty. The research, published in Springer’s Innovative Higher Education, highlights an “AI divide” between STEM and non-STEM students, with STEM students reporting higher comfort levels and more frequent use of AI tools compared to their non-STEM peers.

According to the study, approximately 70% of students reported using generative AI tools less than once a week in 2023, indicating relatively low adoption rates. Male STEM students emerged as the most frequent users, while female non-STEM students used AI the least. Students generally found generative AI easier and more enjoyable to use than faculty, with many believing it could enhance academic performance. Faculty, however, expressed concerns about over-reliance on AI and its potential impact on deeper learning.

Junghwan Kim, assistant professor in the Department of Geography and co-lead of the study, emphasized the importance of the findings for shaping university policies. “This research provides empirical evidence about how generative AI is being used in academic settings, which is crucial for creating informed policies to regulate and guide its use in education,” Kim said.

Dale Pike, associate vice provost for technology-enhanced learning and co-chair of Virginia Tech’s AI Working Group, noted that the study highlights potential inequities in AI adoption. “The disparities in usage and comfort levels across disciplines and demographics underscore the need for targeted support to ensure these tools benefit all students equitably,” Pike said.

The university is taking a nuanced approach to AI policy development, focusing on providing specific guidance tailored to different academic disciplines and use cases. Initial guidance is expected this semester, aiming to balance academic integrity with innovation in teaching and learning.

Michelle Klopfer, a research assistant in engineering education and co-author of the study, stressed the importance of fostering AI literacy. “Our next steps include designing training programs and resources to help students and faculty, particularly in non-STEM fields, gain confidence in using AI tools,” Klopfer said. “By prioritizing equity and ethical implementation, we can ensure these technologies enhance learning for everyone.”

As generative AI continues to evolve, Virginia Tech’s research underscores the need for thoughtful policies and educational initiatives to bridge the AI divide and prepare students for a future where AI skills are increasingly essential.