STUDENTS’ PERCEPTIONS OF ARTIFICIAL INTELLIGENCE IN HIGHER
EDUCATION
ABSTRACT
Over the past decade, there has been significant progress in the field of artificial
intelligence (AI), marking it as an emerging technology with potential significance in the
realm of education. It is poised to assume a substantial role in both the processes of
teaching and learning in the immediate future. This study aims to delineate the viewpoints
of university students pertaining to the concept of artificial intelligence.
To this end, an online survey was conducted among students enrolled at Partium Christian
University in Romania. The survey sought to gauge students' level of awareness regarding
AI, the sources they utilize for acquiring knowledge about AI, their feelings toward AI,
their perspectives on its potential impact across various domains, its primary advantages
within the educational, teaching, and learning contexts, and also the potential drawbacks
AI might bring to the educational sphere. This research is an integral component of a
broader investigation and is characterized by its exploratory nature. Our primary objective
was to comprehend how students within our university perceive artificial intelligence and
how they envision its role within education.
For the purpose of data analysis, an open-source software was employed, enhancing the
precision of capturing the students' viewpoints and sentiments regarding artificial
intelligence. The outcomes closely align with findings documented in the international
body of literature.
Keywords: artificial intelligence, perception, education process, impact, evaluation
process
INTRODUCTION
Artificial Intelligence (AI) is reshaping higher education, revolutionizing teaching and
learning. It personalizes education via adaptive platforms, tailoring content. AI-driven
data analysis enhances efficiency, optimizing resources and support. Virtual classrooms
and AI tutors break barriers, yet concerns arise over job displacement and ethical grading.
Balancing AI's potential while preserving the human element is vital for higher education
in the digital age.
Throughout history, key technological breakthroughs have elicited multifaceted
responses [1]. In our constantly evolving world, a pervasive unease stemming from
skepticism about the unpredictable has woven itself into our lives. Artificial Intelligence,
in alignment with this trend, frequently triggers a range of emotions among those who
encounter it [2].
Among those who are aware of incremental shifts in AI, a blend of sentiments commonly
emerges—curiosity, enthusiasm, and notably, anxiety [3]. This anxiety originates from
the premise that AI could potentially perceive humans as adversaries, thereby giving rise
to concerns about AI-driven devices facilitating large-scale cyberattacks or disseminating
extensive volumes of unverified data, leading to widespread misinformation [4].
Furthermore, considering the projected potential for AI to displace over 20 million jobs
by 2027 [5], negative attitudes towards AI may also be influenced by apprehensions of
economic instability. Although understandable, fear of AI can limit technological
progress [6].
Artificial intelligence has also made its way into the realm of education. The private sector
is increasingly crafting 'intelligent,' 'adaptive,' and 'personalized' learning systems
designed for implementation in educational institutions worldwide, forming a market
projected to reach a value of $6 billion by 2024 [7]. Undoubtedly, the integration of AI
into educational contexts gives rise to profound inquiries – for instance, regarding the
content and methodologies of instruction, the evolving role of educators, and the social
and ethical implications of AI. In light of these considerations, the UNESCO guidance
[7] aims to assist policymakers in gaining a deeper comprehension of the potentials and
consequences of utilizing AI for teaching and learning. The aim is to ensure that AI's
incorporation in educational contexts genuinely contributes to the accomplishment of
Sustainable Development Goal 4: Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all.
Notably, AI technologies that primarily cater to students have captured the most extensive
attention from researchers, developers, educators, and policymakers. These applications,
hailed as emblematic of a 'fourth education revolution' [8], aspire to furnish every learner,
regardless of their location, with access to high-quality, personalized, and omnipresent
lifelong learning experiences—spanning formal, informal, and non-formal education.
According to Zawacki-Richter et al. [9] research into the utilization of Artificial
Intelligence in education, often referred to as AIEd, has spanned approximately three
decades and the question arises: what the prospective domains are where AI could find
application in education, specifically within higher education. Luckin et al. [10] describe
three distinct classifications of AI software applications currently accessible in the field
of education: a) personal tutors, b) intelligent support for collaborative learning, and c)
intelligent virtual reality.
Pisica et al. [11] argue that is widely acknowledged that AI has the potential to enhance
the learning process, offering a personalized approach to both students and educators.
This is particularly notable in cases of one-to-one tuition, which has become financially
inaccessible in various countries or in regions facing a scarcity of qualified teachers [12].
AI brings forth a range of resources for students, including translation tools, voice
assistants, chatbots, virtual reality, gamification, personalized tutoring, customized study
programs, instantaneous assessment, and feedback [11]. AI extends remarkable prospects
for fostering interdisciplinary, multidisciplinary, and transdisciplinary research, as it can
efficiently sort through extensive sources, select diverse subjects, apply methods from
different fields, and blend research methodologies when dealing with intricate subjects
[7]. As new technologies, including AI, become more integrated, there is an increasing
call for robust oversight, regulations, and legislation to ensure ethical standards are
upheld, privacy concerns are addressed, and biases are avoided [11]. Forecasts anticipate
that in the digital era, the most valuable assets will be innovative thinking, creative
competencies, cognitive prowess, and emotional intelligence [13].
However, it's essential to recognize that human interaction and a sense of community play
pivotal roles in the academic realm, fostering emotional and social intelligence [11].
These qualities are intricately woven into the process of acquiring knowledge, and the
physical presence and interpersonal communication intrinsic to human learning cannot
be replicated by machines or software.
Predictions indicate that while low-skill and low-income jobs might be automated,
positions requiring advanced skills and exceptional talent will be in high demand,
potentially resulting in income inequality. This socioeconomic divide could lead to
amplified social issues, division, and marginalization within society [14].
MATERIALS AND METHODS
Our choice of topic comes from a personal motivation, so the objectives are also aligned
with this. Our primary goal was to gain an insight into the topic, and on the other hand,
we conducted primary research regarding the consumer attitude of the students of the
Partium Christian University (PCU), how they feel about AI, and how they see its impact
on education.
During primary data collection, we aimed for validity, so we used questionnaires from
the repertoire of quantitative research methods when conducting the research. Our
questionnaire was based on the questionnaire of Gianina-Maria Petrașcu [15], who
conducted similar research among undergraduate students enrolled in the 2nd and 3rd
year of study at the Faculty of Cybernetics, Statistics and Economic Informatics in
Bucharest. We used simple random sampling, in the case of PCU students. The research
can be considered representative because more than 15% of the nearly 900 students
completed the survey. The edited questionnaire could be filled out online, within the
framework of the Lime Survey questionnaire and form editing program. The online
questionnaire was filled out by undergraduate and graduate students. A total of 160
questionnaires were filled out, of which 46 were partially and 114 fully completed.
Descriptive statistics were used to present the results.
Our research question concerns the use of artificial intelligence among university
students. During the mapping of the research question, we got acquainted with the
literature on the topic and the context of the topic, with the help of which we formulated
four hypotheses. In formulating the research questions, we relied both on our general
knowledge and on the literature. As a result of these, the following hypotheses were
formulated:
H1: The significant majority of university students use the opportunities provided by
artificial intelligence and do not perceive its negative nature.
H2: The respondents are mostly curious and not indifferent to AI.
H3: They consider the role of AI useful in education and perceive it more as a partner.
H4: They are concerned about the dehumanizing effect as well as the replacement of
human resources with robots.
RESULTS
Most of the respondents were students of the economics majors, almost 40% of the
respondents studying in the bachelor's degree programs in Banking and Finance,
Management, and Commerce, Tourism and Services. 15% of the other respondents are
students studying language majors, 13% of the respondents are studying Sociology and
Social Work, and the remaining 12% are students majoring in Pedagogy, Music and Fine
Arts/Graphics. Among those in the master's degree programs, 5% are enrolled in
Economics, 5% study European Social Policies, 1% are in Translation and Interpretation
programs, and 5% are pursuing Multiculturalism studies. Additionally, 4% are master's
degree students in Visual Communication. Overall, it can be concluded that bachelor’s
degree programs constitute 80% of the sample, while master's degree programs make up
20% of the distribution by fields of study.
Regarding the progress of the students' studies, it can be said that approximately one-third
of the participants are first-year students, one-third are second-year students, and one-
third are third-year students.
Regarding the distribution of respondents by gender, one-third are male, and two-thirds
are female.
The first question (Figure 1) that underpins the research pertains to the respondents'
awareness of artificial intelligence. Using a 4-point Likert scale, participants were asked
to select the level that best describes their familiarity. Based on the responses, it is evident
that only one percent lacks information, 65% are well-informed, and 34% are less
interested or informed about artificial intelligence.
On a scale of 1 to 4, how informed do you think you are about the
concept of artificial intelligence? (1-not informed at all, 4-
extremely informed)
4 12.28%
3 52.63%
2 34.21%
1 0.88%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%
Figure 1. Respondents' Awareness of Artificial Intelligence
The following question (Figure 2) shed light on how respondents acquire information
about AI. Participants could choose from five options and could select multiple choices
simultaneously. Based on the responses, it is evident that 6% of the research sample does
not seek information, 74% use social media as an information source, 45% discuss the
topic with friends and family members, while 88% choose from the search results offered
by the Internet.
What sources do you use to learn about the concept of artificial
intelligence?
I don't inform myself about AI 6.14%
Discussions with family/friends 44.74%
Social media 73.68%
Books/Scientific papers… 15.79%
Internet 87.72%
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Figure 2. Sources of Information about Artificial Intelligence
For the following eight statements, respondents were asked to express their level of
agreement on a 4-point Likert scale. In the first case, regarding "Dehumanization by AI,"
one-third of the respondents partially agree and one-third partially disagree with the
statement. The second statement about "Robots replacing humans in workplaces" saw
21% fully and 54% partially agreement. In the third case, "AI helps solve various societal
problems (healthcare, agriculture, education) by managing time and hazardous situations
more efficiently," 30% fully and 50% partially agree. In response to the provocative fourth
statement that "AI will dominate society," one-third agree and one-third disagree with the
impact of artificial intelligence on society. Concerning the fifth statement, "Building and
maintaining machines using AI is time-consuming and costly," 75% of respondents agree,
with few holding a different view. For the sixth statement, "AI leads to a global crisis,"
half of the respondents reject it, and half agree. The seventh statement is the inverse of
the sixth, "AI drives global economic growth," with nearly 70% of respondents
optimistically agreeing, while 30% find it unlikely. The eighth Likert-scale question
targets respondents' fears: "AI leads to job losses." Surprisingly, 85% of young university
students either partially or fully agree with the statement.
The subsequent exploratory question reveals respondents' feelings about AI. 52% of
participants look curiously into the future, 23% are filled with fear due to the presence of
artificial intelligence, while 25% remain indifferent at this point.
The following question examines the respondents' opinions on which areas will be most
impacted or revolutionized by AI (Figure 3). According to the opinions, marketing will
be the most affected, followed by education, healthcare, PR, construction, agriculture,
and arts.
In which areas do you think AI would have a big impact?
Art 21.93%
Public administration 41.23%
Marketing 62.28%
Constructions 45.61%
Agriculture 37.72%
Medicine 54.39%
Education 58.77%
Other 4.39%
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%
Figure 3. Impact of AI on Various Areas
The next five questions examine the impact of AI on education. In all five cases,
respondents could express their opinions using a 4-point Likert scale.
The first statement measures the usefulness of AI in education. It divides respondents,
with 60% considering it important, while 40% see little or no utility.
The second statement focuses on the benefits of AI in education. Half of the respondents
believe that AI can assist teachers as virtual assistants, while 30% think classes can
become more interactive through AI use.
The third statement pertains to the learning efficiency through AI. Over 50% of
respondents believe that learning materials will become accessible to all learners, and
50% think classes will become more personalized and interactive.
The fourth statement examines the impact of AI on assessment processes. Half of the
respondents feel they receive continuous feedback through virtual assistants, and 35%
believe there will be fewer opportunities for errors in assessment.
The fifth statement addresses the disadvantages of AI in the education process. Two-thirds
of respondents view the lack of teacher-student relationships and interactions as a
drawback, while the remaining third see internet dependency and potential system
malfunctions as disadvantages.
DISCUSSION
The first hypothesis proved true and is supported by the obtained results. Among the
surveyed university students, 65% consider themselves well-informed about artificial
intelligence. 74% use social media as an information source, and 80% hold at least partial
positive views on the opportunities offered by AI, especially in sectors like healthcare and
education.
The second hypothesis was confirmed to some extent, as 52% of respondents are more
curious than indifferent about AI, though a quarter of them feel fear and uncertainty.
The third hypothesis is fully supported by the results. Students welcome artificial
intelligence in education, with 60% finding it useful. They believe it aids teachers,
enhances interactivity in classes, makes learning materials accessible to special needs
students, streamlines assessment processes, and reduces the chances of errors in
evaluations.
The fourth hypothesis partially aligns with the results. One-third of respondents agree
with the potential dehumanization caused by AI, while another one-third reject this
statement. Furthermore, 21% strongly agree that robots could replace human resources.
Considerable hesitation is detected among university students, which is evident
throughout the obtained results. This could be attributed partly to their focus on studies
and limited exposure to the job market. Additionally, the rapidly evolving nature of
artificial intelligence makes it challenging to predict which sectors will be negatively
affected and which will be revolutionized the most.
CONCLUSIONS
The participants view themselves as being knowledgeable about AI. They primarily
acquire information about AI from online sources, social media, and conversations with
friends and family. A significant majority of participants believe that AI contributes to
dehumanization. These findings align with prior research, indicating that AI will displace
human roles in the workforce while also offering benefits in areas like marketing,
education, healthcare, public administration, and construction. Attitudes towards AI are
diverse, with curiosity being the most commonly expressed emotion, followed by
indifference, fear, mistrust, uncertainty, caution, sadness, or a combination of these
sentiments.
Currently, the participants regard AI mainly as an educational tool that aids both teachers
and students. Our future research endeavors involve conducting a more comprehensive
attitude survey. Additionally, we aim to investigate the specific AI applications utilized
by students at our university and their intended purposes.
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