Presenter: Lance Cheng

Faculty Sponsor: Ella Tuson

School: UMass Amherst

Research Area: Computer Science

Session: Poster Session 6, 4:15 PM - 5:00 PM, 163, C26

ABSTRACT

Over a short few years, large language models like ChatGPT have become ubiquitous academic partners-in-crime, annoyances, saving graces, fears, and everything in between. However, what everyday people think of these programs is frequently obfuscated behind extreme opinions from both sides. Additionally, these opinions often come with social pressure. In real life, professors may introduce no AI blanket terms for their classes that students cannot challenge or express their feelings on due to the power dynamic; students also may feel awkward opining around their classmates due to general peer pressure. Online, tech startup culture is extremely prevalent on career-focused websites such as LinkedIn, and has further spread to “mainstream,” general-purpose social media sites, especially Instagram and Twitter; influencers in this sphere depict themselves using AI for all kinds of everyday tasks, and are often themselves developing AI tools. Due to these social dynamics, which often result in mutual mistrust, there is a severe need for clarity on young people's true thoughts and motivations to use AI. Through a series of interviews, this study seeks to characterize UMass CICS undergraduates' use of LLMS and other generative AI tools, in particular their motivations for using or not using them, with an eye towards the role of complex academic social dynamics. The researchers hope this study will provide recommendations to CICS staff on how to move forward crafting an educational experience with AI awareness and a student-first lens.