Chan, Chloe; Potts, Stephen E; Roffey, Anna; (2024) Use of Artificial Intelligence in Higher Education Chemistry: Student and Staff Perceptions. Presented at: Variety in Chemistry Education / Physics Higher Education Conference (ViCEPHEC) 202/4, Guildford, UK.

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Abstract

Generative artificial intelligence (AI) has exploded in popularity recently, revealing concerns and opportunities relating to its use in academic work. Here, we report the results of an MSci project evaluating how/if chemistry students use AI and student and staff perceptions of its role in academia. The effect of year of study, gender, ethnicity and English fluency on students’ perceptions and AI use were also investigated. Surveys for students (n = 85) and staff (n = 20), and follow-up interviews (n = 6) were conducted. Comparisons between demographic groups were carried out using statistical tests (quantitative data) and thematic analysis (free-text responses). It was found that students’ reasons for using AI did not match what staff believed they were using it for, and students reported using AI for academic work less than staff expected. Female students were more likely to agree that AI is biased and undermines academic integrity, whereas male students thought AI use should be allowed and they wanted training to use it effectively. Native English speakers felt more strongly that AI is factually inaccurate, but they could still become over-reliant on it. In this presentation, the possible reasons for these results will be discussed.

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