Perceptions and Utilization of GenAI Tools among Data Science Students and Faculty

TL;DR

This study explores how students and faculty at a historically Black college perceive and use GenAI tools in data science, highlighting gaps in AI literacy and the need for structured training and guidance.

Contribution

It provides empirical data on GenAI usage, perceptions, and educational needs among students and faculty in a specific academic context.

Findings

Students frequently use ChatGPT mainly for coding and writing support.

Perceptions of GenAI are positive but confidence in interpreting outputs is limited.

Familiarity and awareness of limitations vary more by academic level than gender.

Abstract

This study investigates perceptions and use of generative artificial intelligence (GenAI) tools among students and faculty in statistics and data science at a historically Black college or university. Survey data from 119 valid student responses and 14 faculty responses were used to examine familiarity, usage patterns, perceived benefits, awareness of limitations, and instructional support needs. Students reported substantial use of GenAI, with ChatGPT as the dominant tool, primarily for coding assistance and writing support. Although student perceptions of AI in data science workflows and careers were generally positive, confidence in interpreting AI-generated outputs was limited, and concerns about accuracy, reliability, and over-reliance were common. Faculty also viewed GenAI favorably, but self-rated proficiency and the frequency of classroom integration remained limited. Comparisons across student subgroups suggested that familiarity with GenAI and awareness of its limitations varied more by academic level than by gender. These findings highlight a gap between AI adoption and AI literacy and underscore the need for structured training, validation practices, and clearer institutional guidance for responsible AI integration in data science education.