Teaching of Psychology, Ahead of Print.
BackgroundArtificial intelligence (AI) applications have recently become more powerful and accessible. There has been much discussion about the potential impacts of AI on learning and sample applications. Yet, little research exists on how and to what extent AI is being used in educational contexts.ObjectiveThe purpose of this study was to examine and compare students’ and instructors’ perceptions and uses of AI in educational settings.MethodA sample of 113 undergraduate students and 71 instructors at a public university completed an online survey in which they reported how and how often they use AI for educational and instructional purposes and their views of its potential benefits and detriments to learning.ResultsStudents and instructors reported relatively low AI usage, similar views on potential benefits and detriments to learning, and similar views on acceptable academic use. However, their perceptions diverged in several important ways.ConclusionThis research highlights the need for policy, transparency, training, and nuanced discussions about how to use AI effectively and responsibly to promote learning goals.Teaching ImplicationsThe survey instruments developed for this study may be useful tools for facilitating conversations, clarifying expectations, and expanding understanding of AI uses in psychology programs.