@misc{10481/112727,
year = {2026},
month = {4},
url = {https://hdl.handle.net/10481/112727},
abstract = {The aim of this study was to design and validate a questionnaire to assess students’ per
ceptions of the use of Artificial Intelligence (AI) tools in academic tasks (PEHIA-TA). To
determine the psychometric properties of the PEHIA-TA, a descriptive, exploratory and
confirmatory factor analysis was carried out. The sample used in this study consisted of
546 students. The results confirmed that it is a valid and reliable scale with a five-factor
structure: “Uses of Artificial Intelligence (AI)” (student opinion, knowledge and experience
in relation to AI); “Perceptions of skills needed to use AI” (type of skills they consider
necessary to work with this type of tool); “Plagiarism and lack of academic integrity”
(issues related to what the student considers plagiarism and lack of academic integrity in
order to identify possible risks or associated moral dilemmas); “Perception of the benefits
of AI” (assessment of the beneficial aspects of the use of AI in the academic context by
students); and “Perception of the problems of AI” (analyses how students assess the prob
lems associated with the use of AI tools in the development of their tasks). The instrument
allows for the traceability of training needs in digital literacy, as well as the formulation
of institutional policies on the use of AI that contribute to the prevention of behaviours
associated with academic dishonesty and ensure critical reflection by students on the risks
and opportunities of AI in their educational process.},
organization = {University of Granada - AcademiaUGR 2024-25 (Code: 24-120)},
publisher = {MDPI},
keywords = {Educational technology},
keywords = {Artificial intelligence},
keywords = {Higher Education},
title = {Student Perception of the Use of Artificial Intelligence (AI) Tools in Academic Tasks: Construction and Validation of the PEHIA-TA},
doi = {10.3390/educsci16040591},
author = {Crisol Moya, Emilio and Gámiz Sánchez, Vanesa María and Checa Domene, Lara and Romero López, María Asunción},
}