As artificial intelligence (AI) becomes increasingly integrated into higher education, it is crucial to understand how this affects students' learning. This study examines variations in students' cognitive, affective, and behavioral attitudes towards AI across different academic disciplines, with a comparative focus between students (n=104) in economics and administration and in health and social sciences. The increase in the use of AI tools raises important questions related to academic integrity, plagiarism, and the potential weakening of critical thinking. This study seeks to map these differences and explore how students perceive AI's impact on their learning process, with the aim of developing suitable teaching approaches for different student groups.
Tveita et al. (Fri,) studied this question.
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