UNR Students & Generative AI: Attitudes, Concerns & Research Opportunity
- The University of Nevada, Reno is launching a research initiative to understand how students perceive and interact with generative artificial intelligence (GenAI) technologies.
- The research, part of the Pack Research Experience Program (PREP), will involve a survey distributed to students across the university.
- Bivens’ academic background is rooted in rhetoric, specifically the rhetoric of health and medicine, and qualitative research methodologies.
Understanding Student Attitudes Toward Generative AI at the University of Nevada, Reno
The University of Nevada, Reno is launching a research initiative to understand how students perceive and interact with generative artificial intelligence (GenAI) technologies. Led by Dr. Kristin Bivens, an associate professor of English and director of the Core Writing Program, the project aims to map student attitudes, concerns, and perspectives on these rapidly evolving tools.
The research, part of the Pack Research Experience Program (PREP), will involve a survey distributed to students across the university. Dr. Bivens, who joined the University of Nevada, Reno in after a period at the University of Bern in Switzerland, frames the study within the context of linguistic justice – as articulated by April Baker Bell – and epistemic injustice, a concept explored by philosopher Amanda Fricker. This suggests a particular focus on how GenAI might impact equitable access to knowledge and the validity of student voices.
Dr. Bivens’ academic background is rooted in rhetoric, specifically the rhetoric of health and medicine, and qualitative research methodologies. Her recent book, “A History of Rhetoric, Sound, and Health and Healing,” published by Routledge in , demonstrates her commitment to accessible scholarship, having been released as an open-access publication thanks to funding from the Swiss National Science Foundation. This background informs her approach to understanding the complex communication dynamics surrounding GenAI.
A Qualitative Approach to a Complex Issue
The PREP student involved in the project will play a crucial role in both the research process and its dissemination. Beyond assisting with the survey launch and promotion, the student will conduct a literature review focused on GenAI within the field of writing studies. The goal is to produce a co-authored draft of this literature review for potential scholarly publication. Increasing survey response rates will also be a key task, potentially involving the creation of multimedia content and direct outreach to classes across campus.
This focus on qualitative research is significant. While much of the discussion around GenAI in higher education centers on its potential for academic dishonesty or the need for policy changes, Dr. Bivens’ project prioritizes understanding the student experience. This approach acknowledges that student perceptions are not monolithic and are likely shaped by a variety of factors, including their academic disciplines, prior experiences with technology, and individual learning styles.
Broader Trends in Higher Education
The University of Nevada, Reno’s initiative reflects a growing awareness within higher education of the need to understand the impact of GenAI. A recent systematic review published in Behavioural Sciences () synthesized findings from 99 papers published between and , highlighting the potential of GenAI to personalize learning and assessment. However, the review also underscores the importance of investigating student responses, attitudes, and behaviors related to these technologies.
Research published in on ResearchGate also points to the need to explore the use, perceptions, and challenges associated with GenAI among higher education students. These studies suggest that simply acknowledging the existence of GenAI is insufficient. institutions must actively engage with students to understand their perspectives and address their concerns.
Addressing Concerns and Fostering Dialogue
The University of Nevada, Reno’s approach, as outlined on its dedicated AI resources page, emphasizes transparency. The university encourages faculty to be open with students about their own use of AI, whether for research or course preparation. This transparency is intended to foster a more productive dialogue about the ethical and practical implications of GenAI.
Dr. Alireza Tavakkoli, an associate professor of Computer Science at the University of Nevada, Reno, whose research focuses on Artificial Intelligence, suggests that students should not encounter significant difficulties understanding the underlying concepts. This implies a level of technical accessibility that could contribute to more informed student perspectives.
Dr. Bivens’ project, by prioritizing student voices and framing the issue through the lenses of linguistic and epistemic justice, represents a thoughtful and nuanced approach to navigating the challenges and opportunities presented by generative AI in higher education. The results of the survey and subsequent research will likely provide valuable insights for educators and administrators as they develop policies and practices related to GenAI.