Introduction
As artificial intelligence (AI) tools like ChatGPT become more prominent in academic settings, student attitudes toward their integration in higher education vary significantly.
Purpose
This study explores how prior experience with ChatGPT influences students' perspectives on the role of AI in teaching and learning.
Method
A quantitative study was conducted using an online survey completed by 737 undergraduate students at a Spanish university. Data were analyzed using descriptive statistics and non-parametric tests (Wilcoxon and Mann-Whitney U).
Results
Students who regularly use the tool generally support its integration into university, particularly in teaching methods, while non-users often oppose its integration, advocating for measures such as banning AI use within academic institutions.
Conclusions
These contrasting views highlight the complex psychological and pedagogical implications of AI in education. Understanding these differences is crucial for developing inclusive policies and interventions that reflect the diverse needs and values of the student population. Educational psychologists and institutions must address this divide by promoting informed, ethical, and equitable approaches to AI adoption that support both student development and educational quality.