Youth Expectations and Perceptions of Generative Artificial Intelligence in Higher Education.

Andrea E. Cotino Arbelo; Carina S. González González; Jezabel Molina Gil

doi:10.9781/ijimai.2025.02.004

Authors

Andrea E. Cotino Arbelo Women’s Research Institute, University of La Laguna.
Carina S. González González Women’s Research Institute, University of La Laguna.
Jezabel Molina Gil Women’s Research Institute, University of La Laguna.

DOI:

https://doi.org/10.9781/ijimai.2025.02.004

Keywords:

Artificial Intelligence, Chatbots, Generative Artificial Intelligence, Higher Education, Perceptions, Social Robots, Virtual Assistants

Supporting Agencies

The authors wish to express their sincere gratitude to the project “Playful Experiences with Interactive Social Agents and Robots: Social and Communications Aspects (PLEISAR-Social)”, Ref. PID2022-136779OB-C33, funded by the State Program for Scientific, Technical, and Innovation Research 2021-2023. PI: Francisco Luis Gutierrez Vela and Carina S. González González. We also acknowledge to the support of the Canary Islands Research, Innovation and Information Society of the Ministry of Economy, Knowledge and Employment, as well as by the European Social Fund (ESF) Integrated Operational Program of the Canary Islands 2021-2027 (RIS3 extended). Additionally, we extend our appreciation to the valuable contributions and participation of all the individuals who took part in this study.

Abstract

Artificial Intelligence (AI) is not a recent innovation, what’s new is how accessible its features have become across multiple devices, apps, and services. Sensationalistic news can distort public perception by exaggerating AI’s capabilities and risks. This leads to misconceptions and unrealistic expectations, causing misunderstandings about the true nature and limitation of these tools. Such distortions can undermine trust and hinder the effective adoption and integration of AI into society. This study aims to address this issue by exploring the expectations and perceptions of young individuals regarding Generative Artificial Intelligence (GAI) tools. It explores their understanding of GAI and related devices, such as virtual assistants, chatbots, and social robots, which can incorporate GAI. A total of N=100 university students engaged in this study by completing a digital questionnaire distributed through the virtual campus of the University of La Laguna. The quantitative analysis uncovered a significant gap in participants’ understanding of GAI terminology and its underlying mechanisms. Additionally, it shed light on a noteworthy gender based discrepancy in the expressed concerns. Participants commonly recognized their ability to communicate effectively with GAI, asserting that such interactions enhance their emotional well-being. Notably, virtual assistants and chatbots were perceived as more valuable tools compared to social robots within the educational realm.

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