Navigating Skill Gains and Losses in the Era of Generative AI

Amy Allhouse (Library Learning Development Team)

Project overview

This project explores international students’ views on how GenAI enhances their academic skills development.
Students, whether local or international, often face a transition period when they first enter university, adapting to new academic environments. This learning shock varies based on factors like prior education, cultural background, and expectations (Sedgley 2015).

This project aims to:
• explore how PGT international students’ use of GenAI evolves over the academic year
• identify academic factors that most influence this change; factors include assessment type, linguistic skills, pedagogical differences, lack of opportunities for feedback, and peer influence.
• investigate PGT international students’ perceptions of skills gains and losses as a result of using GenAI.

The research approach

This research will use a mixed method approach, including surveys and the ‘Listening Rooms’ technique, to gather qualitative and quantitative data.

Survey questions will use the Lickert Scale for students to track and report on. The surveys will also ask students to identify which academic factors influence their use of GenAI.

The ‘Listening Rooms’ technique will be used as it can provide a ‘safe’ space to encourage honest and authentic conversations. It allows participants to freely share ideas without the presence of the researcher. This method removes the power dynamic between students and staff, and the worry about being monitored and penalised (Heron 2019; Storey 2022).

If you want to find out more details about this fellowship or what the next steps were upon completion please read the full snapshot or contact Amy Allhouse

Navigating Skill Gains and Losses in the Era of Generative AI: Students’ perspectives - Student Education Conference 2026 workshop (visible to University of Leeds colleagues only)

Postgraduate taught international students’ perspectives on using AI - article (visible to University of Leeds colleagues only)

Project start date: September 2024