别误会00后了，美国千人调查揭秘：85%学生都用AI，首要目的不是偷懒

Core Viewpoint - The rise of Generative AI (GenAI) is transforming higher education, with students exploring its potential while expressing concerns about academic integrity and the value of degrees [1][5][33]. Group 1: Student Perspectives on AI Usage - Approximately 85% of students reported using Generative AI for coursework in the past year, primarily for brainstorming ideas (55%), asking questions like a tutor (50%), and studying for exams (46%) [7][8]. - Students are not using AI primarily for cheating; instead, they see it as a learning aid [5][11]. - A significant portion of students (97%) believes that institutions should actively address academic integrity issues in the age of AI [14]. Group 2: Impact on Critical Thinking and Learning - The influence of AI on critical thinking is viewed as a double-edged sword, with 55% of students acknowledging both positive and negative effects on their learning abilities [23][27]. - Students desire guidance on the ethical use of AI tools, with 53% supporting educational initiatives rather than strict regulations [14][30]. Group 3: Institutional Responses and Policies - There is a call for clearer and unified policies regarding AI usage in educational settings, with only 6% of students feeling that professors adequately define AI cheating [13][14]. - Students express a preference for educational approaches to AI usage rather than punitive measures, highlighting the need for transparency and flexibility in AI tool application [19][30]. Group 4: Differentiated Views Among Student Groups - Differences in AI usage and perceptions exist between community college students and four-year university students, with community college students showing lower usage rates [9][10]. - Older adult learners attribute academic dishonesty to time constraints and lack of confidence, while younger students often cite indifference to academic integrity policies [11][13]. Group 5: Expert Opinions on AI in Education - Experts argue that AI does not diminish the value of higher education; rather, it may enhance the perceived worth of degrees [42][46]. - Recommendations include adopting alternative assessment methods to shift focus from grades to genuine learning experiences [46][49].