Addressing Generative AI fear and inertia: A three year ongoing journey
DOI:
https://doi.org/10.21100/msor.v24i2.1678Keywords:
Generative AI, Learning aid, students, change, retentionAbstract
This case study examines changes introduced in an undergraduate statistics course following the release of ChatGPT in November 2022. Our primary aim was to support students in making informed and ethical decisions about their personal use of generative AI (GenAI). Survey data collected from students and teaching staff indicate that both groups are more positive about the ethical and practical implications of GenAI compared to peers within the School of Mathematics and Statistics. For students, greater engagement with GenAI appears linked to reduced anxiety and improved confidence in learning statistics, which may contribute to observed reductions in withdrawal rates. Teaching staff reported increased understanding of GenAI’s potential and confidence in their role in guiding students toward its responsible use as a learning aid. These findings highlight the ongoing shifts driven by GenAI and the impact of specific actions taken to support students and staff to incorporate GenAI into students’ learning strategies
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