Delcker, J., Heil, J., Ifenthaler, D., Seufert, S., & Spirgi, L. (2024). First-year students AI-competence as a predictor for intended and de facto use of AI-tools for supporting learning processes in higher education. International Journal of Educational Technology in Higher Education, 21, 18. doi.org/10.1186/s41239-024-00452-7
The influence of Artificial Intelligence on higher education is increasing. As important drivers for student retention and learning success, generative AI-tools like translators, paraphrasers and most lately chatbots can support students in their learning processes. The perceptions and expectations of first-years students related to AI-tools have not yet been researched in-depth. The same can be stated about necessary requirements and skills for the purposeful use of AI-tools. The research work examines the relationship between first-year students’ knowledge, skills and attitudes and their use of AI-tools for their learning processes. Analysing the data of 634 first-year students revealed that attitudes towards AI significantly explains the intended use of AI tools. Additionally, the perceived benefits of AI-technology are predictors for students’ perception of AI-robots as cooperation partners for humans. Educators in higher education must facilitate students’ AI competencies and integrate AI-tools into instructional designs. As a result, students learning processes will be improved.