Abstract:

The growing presence of generative artificial intelligence (AI) in higher education demands a better understanding of how students perceive and engage with these tools. This research study was conducted at a Spanish university with first-year undergraduate students enrolled in business-related degrees, to examine their attitudes and prior experiences with ChatGPT, as well as their familiarity with other digital tools such as Zotero for reference management and Trello for project organization. The survey explored several aspects of the students' perceptions, such as their confidence using these tools, the perceived usefulness for learning and academic work, trust in the information provided, and views on the need for guidance and regulation. Results show that while all students had prior exposure to ChatGPT, their confidence and critical awareness varied widely. Students generally recognized ChatGPT's value for simplifying information and supporting learning but expressed caution regarding its reliability and the potential need for training and ethical oversight. Familiarity with supporting digital tools such as Zotero and Trello was limited, indicating that introducing these platforms could promote not only collaboration skills but also responsible digital literacy. Overall, the findings suggest that while students are open and motivated to use ChatGPT, they require structured pedagogical support to transform everyday familiarity into critical and responsible academic practice. This work contributes to the field of technology-enhanced learning by offering an evidence-based understanding of how first-year business students perceive and engage with generative AI at the outset of their university studies.

Keywords:

Higher education, generative AI, educational technology.