Study of Behavioral Characteristics and Differences in Effectiveness of AIGC Use by College Students

Abstract

With the deep integration of AIGC into higher education, this study focuses on the differences in AIGC usage behaviors and effects among college students in the scenarios of course learning, scientific research, daily social life, and work tasks, and analyzes the influence of individual characteristics, aiming to provide a reference for the rational application of AIGC. Based on 1,900 valid questionnaires, the study reveals how the application of AIGC promotes the ability of college students in different scenarios; using K-means clustering, students are categorized into four groups, namely, academic-assisted, research-creation and deliberation, enjoyable-experiential, and shrewd and competent, to analyze the effect of the use of AIGC on different groups. It is found that AIGC helps to improve learning, innovation, socialization and working ability; the characteristics of gender, grade and major significantly affect the usage effect; and there are significant differences in the paths of AIGC usage effect among the four groups. It is suggested that students should correctly use AIGC to meet their own needs; the technical team should provide personalized services to help students make reasonable use of the tool to improve their own abilities; colleges and universities should strengthen the guidance and standardization of the application of AIGC, and set up educational scenarios to support the development of students.