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This study investigates the impact of Generative AI on undergraduate academic practices at a public university, focusing on its applications, effectiveness, and ethical implications. We employed a survey methodology to gather anonymous data from 361 undergraduates, examining their familiarity with Generative AI tools, frequency of usage, and specific applications in their academic work. The survey results revealed that many undergraduates are aware of Generative AI tools and actively employ them for various academic tasks, including writing assistance and research ideation. A diverse range of usage frequencies was observed, with 39.25% of students never using AI tools, 28.76% using them rarely, 26.88% occasionally, 3.49% for most assignments, and 1.62% for every assignment. Students predominantly perceive Generative AI as a beneficial tool enhancing academic productivity and creativity, with most students (67.91%) viewing Generative AI as more of an enhancer than a disruptor in academic settings when used ethically and responsibly. Conversely, ethical concerns, particularly regarding academic integrity and the potential for misuse in plagiarism, were noted among the students. In conclusion, while Generative AI among undergraduate students is perceived as a tool to promote academic productivity, students are also cautious about the ethical implications of Generative AI misuse. As we continue to integrate Generative AI into academia, it is imperative for faculty and students to have an open dialogue and understanding regarding the potential and responsible usage of this technology in the classroom.
Holechek et al. (Fri,) studied this question.