Beyond the Hype: Exploring Undergraduate Students’ Perspectives on AI Chatbots Through a Sociomaterial Lens.

• In Event: 21020 - Section on Sociology of Education Roundtables
  In Refereed Roundtable (60 minute): Table 1: Science, Technology, and Education

Abstract

Since the release of OpenAI’s ChatGPT, generative AI chatbots have become integral to digital life, mainly among young adults. While some scholars highlight their potential for personalized learning, promoting student autonomy and engagement, others warn of ethical concerns such as algorithmic bias and privacy risks. Amid these debates, UNESCO has emphasized the importance of including students in discussions on AI’s role in education.

This qualitative study examines undergraduate students’ perspectives on AI chatbots, focusing on their academic and non-academic uses, perceived benefits and limitations, and the broader narratives shaping their understanding of this technology. Using semi-structured interviews with 21 participants from diverse backgrounds, the study explores how 19 to 21-year-old students integrate chatbots into their learning and thinking processes. Findings confirm trends identified in survey research while providing deeper insights into students’ interactions with chatbots and concerns. While participants valued chatbots for brainstorming and feedback, they were also aware of their limitations—particularly their inability to provide reliable sources, exercise judgment, or think contextually. Despite common concerns about AI-facilitated plagiarism, students expressed a strong commitment to maintaining authorship over their work and making sure that their assignments reflect their writing voice.

Drawing on a sociomaterial lens, this study challenges traditional technology adoption frameworks, such as the Unified Theory of Acceptance and Use of Technology, by positioning chatbots as sociotechnical actors that actively shape educational experiences, reshaping conceptions of learning, authorship, and knowledge production in the digital age.

Author

• Iris Aleida Pinzon Arteaga, University at Albany, SUNY