Abstract:

The fast emergence of Generative Artificial Intelligence (GenAI) has introduced new opportunities and challenges in higher education. While several studies suggest that GenAI can enhance learning processes and support academic tasks, its increasing use also raises concerns related to ethical issues, overreliance, and the potential impact on the development of key academic competences. Understanding how students use these tools, particularly at the beginning of their university studies, is therefore essential for promoting responsible and effective integration of AI in learning environments.

This study aims to evaluate the use and perceived impact of GenAI among first-year students enrolled in STEAM degrees at the School of Science, Engineering and Design of Universidad Europea de Valencia. The research focuses on identifying patterns of use, frequency of interaction with AI-based tools, and students’ perceptions regarding their influence on academic performance and competence development.

Data were collected through a previously validated questionnaire designed to examine students’ academic use of GenAI and its perceived effects on learning processes. The instrument consists of 28 questions combining closed-ended and open-ended items. It gathers information on students’ demographic and academic profile, frequency and contexts of AI use, types of tools employed, perceived benefits and risks, trust in AI-generated information, awareness of institutional policies, and perceived influence on key competences such as synthesis ability, mathematical reasoning, perseverance, critical thinking, and written communication. The questionnaire also explores students’ views on the appropriate use of AI in academic tasks and their perceived level of dependence on these technologies.

Preliminary results are based on responses from 49 first-year students enrolled in five different STEAM programmes, including Physics, Industrial Organization Engineering, Data Science, Computer Engineering, Graphic Design and Creative Technologies, and two double-degree programmes. The collected data will be analysed statistically to identify potential differences between degrees and to explore relationships between patterns of AI use and perceived competence development.

The findings are expected to provide insights into how first-year STEAM students integrate GenAI into their learning practices. These results will support the development of guidelines aimed at promoting responsible and pedagogically meaningful uses of AI in higher education. Furthermore, the study is designed to be extended to subsequent academic years in order to analyse how AI usage evolves throughout students’ university trajectories.

Keywords:

Generative Artificial Intelligence, AI in education, First-year students, STEAM education, Responsible AI use, Higher education.