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ABSTRACT

Artificial intelligence (AI) has made significant advances in education, but ethical debates surrounding its use persist. Given this issue, this article aims to analyze the factors influencing the use of AI among students at a private university in Lima, Peru. Three studies were conducted in this regard. The first study (N = 125) took a qualitative approach and analyzed the category called “benefits of AI in university education,” in which students expressed that AI is useful for optimizing their studies and research. However, in the category “disadvantages of using AI in university education,” the students recognized that using AI is risky because it generates information without citing authors; furthermore, it undermines autonomous and critical thinking. Being similar to studies in other countries. For these reasons, in the second study (N = 402), a confidence scale toward the use of AI was adapted, demonstrating reliability and confirmatory validity. Finally, in the third study (N = 928), a path analysis showed that digital self-efficacy and virtual educational performance predicted the perception of the benefits of AI, the reasons for not using it, and educational improvement with AI. Digital anxiety then played a mediating role between virtual educational performance and attitudes toward AI.

Keywords: artificial intelligence, higher education, digital self-efficacy, digital anxiety