From Assistance to Misconduct: Unpacking the Complex Role of Generative AI in Student Learning

This research-to-practice full paper discusses students' views on the role of generative artificial intelligence (GenAI) in their learning. The rapid integration of GenAI in educational settings has prompted significant interest in its implications for learning and academic integrity. This study investigates the adoption and impact of GenAI tools among computing students at a university, focusing on how they are utilized for educational purposes and their ethical implications. Semi-structured interviews with nine computing students were used to examine GenAI's specific use and timing. Additionally, it explores students' perceptions of the trustworthiness of GenAI outputs and identifies the students' ethical boundaries concerning its use in academic work. The findings reveal that while GenAI tools might enhance learning efficiency and provide substantial educational support, they raise significant ethical concerns, particularly regarding academic misconduct. The study highlights the need for educational strategies to navigate the challenges posed by GenAI technologies. Finally, three recommendations for computing education are outlined. This research contributes to the ongoing discourse on GenAI in education by describing the student's reflections on GenAI.