What drives economics students to use generative artificial intelligence?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62156489%3A43110%2F24%3A43926128" target="_blank" >RIV/62156489:43110/24:43926128 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.21511/kpm.08(2).2024.05" target="_blank" >https://doi.org/10.21511/kpm.08(2).2024.05</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21511/kpm.08(2).2024.05" target="_blank" >10.21511/kpm.08(2).2024.05</a>

Jazyk výsledku

angličtina

Název v původním jazyce

What drives economics students to use generative artificial intelligence?

Popis výsledku v původním jazyce

The increasing integration of Artificial Intelligence (AI) into education requires studying the motives for its use among students. This study aims to identify the key motivations for economics students to use AI and compare these motivations by grade level and gender. The study examines satisfaction with the use of AI and analyzes the number of AI tools used. An anonymous empirical study was conducted among 264 students from the Faculty of Economics at Taras Shevchenko National University of Kyiv, Ukraine. Data analysis included descriptive statistical methods, non-parametric statistical methods, and exploratory factor analysis. The study found that students&apos; main motivations for using AI are the automation of routine tasks (34.2%) and the need to save time (21.5%), while 18.7% use AI to compensate for lack of experience. Among Bachelor&apos;s students, motivations such as automating routine tasks and saving time increased from 53% to 58% over the course of their studies, while lack of experience decreased from 22% to 15%. In contrast, Master&apos;s students showed a decrease in routine automation (from 36% to 28%) but an increase in the need to compensate for lack of experience (from 15% to 28%) and to save time (from 18% to 25%). In terms of gender, men are more likely to use AI for learning and personal development, while women are slightly more likely to use AI for work. More than 38% of respondents say they need to use at least 2 AIs to achieve their goals.

Název v anglickém jazyce

What drives economics students to use generative artificial intelligence?

Popis výsledku anglicky

The increasing integration of Artificial Intelligence (AI) into education requires studying the motives for its use among students. This study aims to identify the key motivations for economics students to use AI and compare these motivations by grade level and gender. The study examines satisfaction with the use of AI and analyzes the number of AI tools used. An anonymous empirical study was conducted among 264 students from the Faculty of Economics at Taras Shevchenko National University of Kyiv, Ukraine. Data analysis included descriptive statistical methods, non-parametric statistical methods, and exploratory factor analysis. The study found that students&apos; main motivations for using AI are the automation of routine tasks (34.2%) and the need to save time (21.5%), while 18.7% use AI to compensate for lack of experience. Among Bachelor&apos;s students, motivations such as automating routine tasks and saving time increased from 53% to 58% over the course of their studies, while lack of experience decreased from 22% to 15%. In contrast, Master&apos;s students showed a decrease in routine automation (from 36% to 28%) but an increase in the need to compensate for lack of experience (from 15% to 28%) and to save time (from 18% to 25%). In terms of gender, men are more likely to use AI for learning and personal development, while women are slightly more likely to use AI for work. More than 38% of respondents say they need to use at least 2 AIs to achieve their goals.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50103 - Cognitive sciences

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Knowledge and Performance Management

ISSN

2543-5507

e-ISSN

2616-3829

Svazek periodika

8

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

UA - Ukrajina

Počet stran výsledku

14

Strana od-do

51-64

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85209172120