Vol. 24 No. 1
Original articles

Perceptions and Experiences in the Use of Generative Artificial Intelligence among University Students. A Qualitative Descriptive Study

PDF (Italiano)
  • Beatrice Albanesi,
  • Riccardo Casciaro,
  • Johnny Acquaro,
  • Elena Casabona,
  • Ivan Molineris,
  • Massimiliano Sciretti,
  • Jacopo Maria Olagnero,
  • Marco Clari,
  • Valerio Dimonte
Beatrice Albanesi
Department of Public Health and Pediatrics, University of Torino
Riccardo Casciaro
Department of Public Health and Pediatrics, University of Torino
Johnny Acquaro
Bachelor Degree in Nursing, University of Torino
Elena Casabona
Department of Public Health and Pediatrics, University of Torino
Ivan Molineris
Bioinformatician & Data Scientist @ Epigenetics Lab, Dept. of Life Sciences and Systems Biology
Massimiliano Sciretti
Bachelor Degree in Nursing, University of Torino
Jacopo Maria Olagnero
Department of Public Health and Pediatrics, University of Torino
Marco Clari
Department of Public Health and Pediatrics, University of Torino
Valerio Dimonte
Department of Public Health and Pediatrics, University of Torino
DOI: https://doi.org/10.13135/1971-8551/11083

Published 2025-05-16

Keywords

  • Generative AI; University Students; Qualitative Research; Thematic Analysis;

Abstract

Introduction

The emergence of conversational AI (chatbots) and text-based AI, such as Generative Artificial Intelligence (GAI), has marked a significant shift in how people interact with technology, profoundly influencing the field of university education. This study aims to identify and analyze key themes related to the integration of GAI in higher education, with a focus on students' perceptions and experiences of using GAI across various academic programs.

Methods and tools

A descriptive qualitative design was adopted to explore students' perceptions of using GAI in their educational journeys. Participants were selected through purposive sampling and participated in online focus groups. Data analysis was conducted using Vaismoradi's thematic analysis method, ensuring a systematic process to identify emerging themes. Methodological rigor was maintained according to Lincoln and Guba's criteria.

Results

A total of 13 students participated: 4 were enrolled in undergraduate programs, 1 in a master’s program, and 8 in a doctoral program. Four key themes emerged: "Learning and preparing to use GAI," "GAI as a support tool," "Trust in GAI," and "Ethical aspects and risks."

Discussion

Students recognize the potential of these technologies to improve writing and research but emphasize the need for more structured training. It is essential to develop educational pathways that encourage critical and responsible use of GAI, balancing its benefits with the need for appropriate supervision and ethical risk evaluation.

PDF (Italiano)