Social science students and AI Assistants: Preliminary studies on awareness and usage patterns

Abstract

This preliminary study investigates the awareness and utilization patterns of artificial intelligence (AI) assistants among social science students in higher education. As AI tools become increasingly prevalent in academic settings, understanding students' engagement with these technologies is crucial for educators and institutions. The study examines five key dimensions of AI interaction: academic task categories (assignment planning, writing support, research assistance, and exam preparation), usage patterns (frequency, duration, and tool preferences), decision-making processes (task selection and verification practices), learning impact (perceived benefits and challenges), and disclosure practices (academic integrity considerations). Through a structured survey comprising 18 questions, we collected data from social science students to assess their awareness levels and interaction with AI assistants across these dimensions. Our preliminary findings indicate that students demonstrate substantial awareness of AI assistants, suggesting their growing integration into academic workflows. This research provides nuanced insights into how students navigate AI tools in their academic journey, from initial task planning to final submission, while considering ethical implications and institutional guidelines. Moreover, this study highlights the role of AI assistant usage in shaping students’ academic behaviours and contributing to broader social development in higher education contexts. The findings contribute to the emerging body of literature on AI integration in higher education and offer valuable insights for developing appropriate educational policies and procedures regarding AI usage in academic settings.