Understanding Higher Education Students’ Perceptions and Behaviors in Using Gen-AI
Strategic Insights for Academic Librarians
DOI:
https://doi.org/10.24252/kah.v14i2a8Keywords:
Information seeking behavior, Gen-AI, Artificial intelligenceAbstract
Background: The rapid development and use of generative AI (Gen-AI) in recent years are closely related to college libraries. However, the swift adoption of Gen-AI technology by users has not been matched by appropriate college library services.
Purpose: The study examines user perceptions of Gen-AI, how Gen-AI is used, and the support expected from college libraries in relation to it.
Methods: A descriptive study was conducted involving 112 students from Petra Christian University using convenience sampling. The questionnaire was distributed and processed descriptively using the Qualtrics program.
Findings: Students have a positive perception of Gen-AI, both for academic and non-academic purposes, though it is not their sole primary reference in solving problems. Most students frequently use Gen-AI to generate ideas, draft texts, understand reading materials, replace search engines, perform simple calculations, plan trips, and even share personal stories or seek consultations. The most widely used Gen-AI tools are ChatGPT, Gemini, and Perplexity, without subscriptions. Gen-AI outputs are thoroughly checked and modified before task submission, whether produced with technological assistance or independently. Students expect their college library to be the unit most responsible for providing training on how to use Gen-AI correctly, particularly in creating good and effective prompts.
Originality/Value: This study offers insight into the gap between student adoption of Gen-AI and the readiness of college library services to support it, highlighting the strategic role libraries can play in prompt-literacy training and positioning libraries as key facilitators in responsible Gen-AI use within academic settings.
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