Fostering AI literacy in higher education: students’ multimodal prompting

Generative AI (GenAI) is increasingly appealing to students for academic writing supporting source summarization, translation, automated text evaluation, and personalized feedback, potentially fostering critical engagement with literature and content. The cognitive offloads of GenAI are, however, considered disrupting students’ learning processes in relation to understanding (interpreting, summarizing) and evaluating of academic texts. This study examines students’ prompting and their reflective discussions on experiences of GenAI in their study practices in higher education.