Nagham M. Mohammad, Matthew Demers, Erin McCubbin, Jon Mitchell, Sara M. Fulmer
As Artificial Intelligence (AI) tools like ChatGPT become more accessible, it is increasingly important for educators to understand how students use these technologies. Despite the growing presence of AI in higher education, there is limited research examining how students report using these tools in both academic and personal contexts. This study investigates student engagement with AI, focusing on usage patterns, academic applications, and student perceptions. Of the 1265 University of Guelph students surveyed, 86.4% reported using AI tools. Students primarily used AI for academic support, including explaining concepts, solving homework problems, and clarifying assignment expectations. Many students, however, reported avoiding AI due to concerns about academic integrity. Only 29 students indicated facing consequences for using AI in contexts where it was either prohibited or not clearly permitted. Beyond coursework, students also used AI for general research, skill development, and non-academic writing tasks. Overall, perceptions of AI’s impact on learning were mixed, with nearly equal proportions of students reporting positive and negative effects.