Regional Differences in Perceptions of AI of Higher Education Students Across Eastern to Southern (Poster 9)

• In Event: Artificial Intelligence, Gender, Race, Culture, and Environmental Justice in Education: An Intersectional Analysis of Bias, Equity, and Sustainability Globally

Abstract

This study examines and compares higher education students’ perceptions of Artificial Intelligence (AI) bias across southern and northern states, focusing on Vanderbilt University (Nashville, Tennessee), the University of Rochester (New York), Rhode Island UniversityUniversity of Rhode Island (Rhode Island), and Florida State University (Florida). By analyzing these four distinct geographic regions, the research explores how regional, cultural, and institutional factors shape students’ understanding of AI fairness, inclusivity, and bias in educational and broader societal contexts. It also investigates their experiences with and challenges in using AI for academic purposes.
The study employs a mixed-methods approach, combining quantitative and qualitative research methodologies. Questionnaires and statistical analyses are conducted using Stata, while interviews and thematic analyses are performed using MAXQDA 24.7. Through this approach, the research seeks to uncover regional differences and provide insights for developing equitable, inclusive, and culturally sensitive AI tools and educational strategies.
The research is guided by the following key questions:
What are higher education students' perceptions of using AI tools across different regions?
How do geographic, cultural, and institutional factors influence students’ understanding of AI bias, fairness, and ethics in these regions?
Are there significant differences in how students from northeastern and southern universities perceive the fairness and inclusivity of AI tools?
What challenges and experiences do higher education students currently face regarding AI usage?
How can insights from these regional differences inform the creation of equitable and culturally responsive AI tools and educational programs?
By addressing these questions, this study aims to contribute to the growing discourse on AI ethics and inclusivity. It seeks to advance strategies that reflect the diverse experiences and needs of students across the United States, promoting the equitable integration of AI into higher education and society.

Authors

• Nicole King, University of Rhode Island

• Mingyuan Li, Vanderbilt University

• Zhongyu Wang, Florida State University

• Jialin Yan, University of Rochester