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Communications of the Association for Information Systems

Author ORCID Identifier

Megan N. Alstot: 0009-0000-4943-4350

David M. Goldberg: 0000-0003-2617-5143

Elisa J. Sobo: 0000-0002-7711-9873

Sean W. Hauze: 0000-0002-8383-5286

Abstract

Drawing on survey data (n = 12,166) and semi-structured interviews (n = 16), we examine how and why undergraduates, specifically early adopters of generative AI, use AI tools to complete academic tasks. Knowledge of the specifics of use—including what, exactly, undergraduates do and do not take into consideration when interacting with AI—and of how faculty and institutional behaviors and messaging shape student perceptions and behaviors, is presently lacking. Yet it is sorely needed to support the development of pedagogical approaches that build student capacity for thoughtful consideration of how AI-integration can enhance cognitive gains rather than impede achievement of academic goals. Using a diffusion of innovation lens, we analyze student-reported examples of their own school-related AI use to illuminate how learners are navigating the present disruption amidst the guidance they are, or are not, receiving. Applying sociomaterialism theory, we explore the role of social and contextual factors (i.e., faculty and institutional messaging) in shaping students’ AI perceptions and subsequent adoption behaviors. We conclude with practical, actionable recommendations for faculty and institutions, supported by concrete examples, to promote ethical value-driven and meaningful integration of GenAI in higher education–integration in which faculty and institutional lag do not undermine responsible student use.

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