Mohandas, L., & Mentzer, N. (2024, June), Students' Perception and Use of AI Tools in a First-Year Design Thinking Course  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48025

\bibitem{asee_peer_48025}
  Mohandas, L., \& Mentzer, N. (2024, June), \emph{Students' Perception and Use of AI Tools in a First-Year Design Thinking Course}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/48025

Lakshmy Mohandas and Nathan Mentzer.  "Students' Perception and Use of AI Tools in a First-Year Design Thinking Course".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/48025 Internet.  30 Jul, 2024

\bibitem{asee_peer_48025}
  Lakshmy Mohandas and Nathan Mentzer.
  "Students' Perception and Use of AI Tools in a First-Year Design Thinking Course".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48025 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_48025
author = "Lakshmy Mohandas and Nathan Mentzer"
title = "Students' Perception and Use of AI Tools in a First-Year Design Thinking Course"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48025}
}

TY  - CPAPER
AB  - The rapid advancement of artificial intelligence (AI) tools like ChatGPT has ignited vigorous debate across academia about the role of AI in education. While perspectives range from AI bans to integration, concerns persist about impacts on student creativity, course design, assessment, and academic integrity. However, limited research exists on the critical voices of students in this discourse. The present exploratory study aims to understand students' perceptions and use of AI tools in a freshman design thinking class at a large public university. As generative AI becomes increasingly accessible, understanding how students view and utilize these technologies can inform institutional policies and pedagogical strategies. This study employs a qualitative research methodology where an open-ended survey instrument was used to collect data. A total of 179 survey responses were obtained from students enrolled in the freshman design thinking course. Findings provide insights into students' developing relationship with AI as a collaborative tool, aiming to center student voices in critical conversations about AI. This research comes at a time when many universities are scrambling to address AI, with policies often made reactively. Gaining a nuanced understanding of how students are interacting with these technologies can guide evidence-based institutional decisions. Additionally, findings can help faculty adapt pedagogical approaches amidst AI, supporting diverse learners and emphasizing creativity Overall, this exploratory study takes an initial step toward equitable integration of AI in higher education by highlighting student perspectives. With generative AI becoming increasingly pervasive, research focusing on the student experience is critical. As universities grapple with AI policies and practices, this study emphasizes the need to include student voices. Findings provide key insights that can inform faculty pedagogy, course design, campus policies, and strategic integration of AI. Centering student perspectives allows for human-AI collaboration in education that maintains academic integrity while supporting creativity and learning.
AU  - Lakshmy Mohandas
AU  - Nathan Mentzer
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Students' Perception and Use of AI Tools in a First-Year Design Thinking Course
UR  - https://peer.asee.org/48025
ER  -