Navigating AI in the Classroom: Addressing University Students’ Anxiety and Confusion | Milwaukee Independent

Generative AI is creating a mix of frustration and concern in education. Many studies show these tools can weaken critical thinking and problem-solving skills. Plus, there’s a growing worry that students are using chatbots to cheat.

But what do students think about AI? How is it changing their interactions with classmates and professors? Researchers at the University of Pittsburgh ran focus groups with 95 students to find out. They discovered that, regardless of whether students actively use AI, it significantly impacts their emotions and trust within the classroom.

Most participants had tried AI for academic tasks, especially when pressed for time or feeling overwhelmed. Interestingly, many didn’t start projects with AI but turned to it later. Students shared positive experiences with AI, using it for studying, answering questions, or even seeking feedback on their work. Some felt more comfortable asking questions to a chatbot rather than a professor, who they sometimes found intimidating. One student noted, “With ChatGPT, I can ask as many questions as I want, and it’s not going to judge me.”

However, not everyone felt great about using AI. Some expressed guilt or shame, fearing they might seem lazy or unethical. They often felt trapped in a future where AI is everywhere, leading to a complex mix of emotions.

A pervasive sentiment among students was that faculty were distrustful of AI. Many felt uncertain about how to use AI responsibly. One student remarked, “I feel uncertain of what the expectations are.” This inconsistency in understanding led to distrust among peers. Students reported frustrations when they relied on classmates for help, only to find they had used AI instead of learning the material. This created tension in group projects, where AI use raised red flags about commitment and effort.

The trust issues didn’t stop there; they extended to relationships with instructors and friends. Some students feared others would outpace them academically by relying on AI, which led to feelings of isolation and discomfort. This distrust can erode classroom dynamics, which are crucial for academic success. Research has shown that strong faculty-student relationships are key indicators of student achievement.

In response to these challenges, universities could consider fostering more in-person connections. Increasing office hours and encouraging faculty to interact informally with students could help bridge these gaps. Events where students and teachers engage casually might also improve rapport.

Rather than labeling students who use AI as “cheaters,” it’s vital to understand the context. Many are navigating a new reality, facing unclear guidelines and societal pressures. Listening to students about their experiences can lead to better solutions for integrating AI in education.

As AI becomes more integrated into our lives, understanding its effects on personal relationships is essential. Students have much to share about their experiences and how they foresee AI shaping their futures. With ongoing dialogue, educators can better support their students in this evolving landscape.

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