Abstract:
"The rapid adoption of Generative AI (GenAI) based on LLMs such as ChatGPT has recently and profoundly impacted education, offering transformative opportunities while raising significant concerns. In this paper we present the results of a survey that investigates how 395 students aged 13 to 25 years old in France and Italy integrate LLMs into their educational routines. Key findings include the widespread use of these tools across all age groups and disciplines, with older students and male students demonstrating higher usage frequencies, particularly in scientific contexts. The results also show gender disparities, raising concerns about an emerging AI literacy ° and technological gender gap. Additionally, while most students utilise LLMs constructively, the lack of systematic proofreading and critical evaluation among younger users suggests potential risks to cognitive skills development, including critical thinking and foundational knowledge. The survey results underscore the need for educational institutions to adapt their curricula to integrate AI tools ° effectively, promoting ethical use, critical thinking, and awareness of AI limitations and environmental costs. This paper provides actionable recommendations for fostering equitable and effective cohabitation of LLMs and education while addressing emerging challenges.
"
Overview:
The paper conducts a comprehensive survey on the use of LLMs, particularly ChatGPT, among students aged 13 to 25 in France and Italy, revealing widespread usage and gender disparities.
Findings highlight that older students and males use LLMs more frequently, especially in scientific contexts, while younger students show a lack of critical evaluation skills when using AI-generated ° content.
The paper emphasizes the need for integrating AI tools ° into education to promote ethical use, critical thinking, and address gender literacy gaps, with recommendations for inclusive curricula and future research on long-term implications.
arXiv: https://arxiv.org/abs/2412.17486
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