This study is about how information about generative AI can affect studentsdifferently. The aim for the study is to find out if an academic background canaffect the way students assimilate the information and how it affects their use ofthe generative AI tools. The study is focused on students at Linnaeus University.In order to accomplish this, I have used both secondary survey data andconducted my own interviews. To explore the significance and impact ofacademic background, Pierre Bourdieu's capital theory and aspects of Rett M.Rogers ideal types have been employed. According to the survey and interviews,students are positively influenced by information about generative AI.Additionally, students with high academic capital feel more confident inimplementing generative AI in their academic work. This aspect can argue forchange in how information about generative AI is distributed to reach a moreequal environment for all students.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-131225 |
| Date | January 2024 |
| Creators | Rosing, Stella |
| Publisher | Linnéuniversitetet, Institutionen för samhällsstudier (SS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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