Integration of generative AI (gAI) tools in academic learning has been increasing, yet data on students’ use and perceptions of these tools remain limited. This study aims to learn students’ perceptions of AI in education and how these perceptions have changed after completing an AI-integrated assignment. Students enrolled in Food Regulations in 2024 (n=64) were tasked with selecting a food law enacted due to a historical event or social circumstance. Using a gAI tool, they generated a report draft, manually revised it based on additional research, and reflected on the benefits and limitations of AI in academic learning. Surveys conducted before and after the assignment assessed students’ AI usage patterns and perceptions of AI as a learning tool.

Initial survey results indicated that most students (65%) had used AI tools for academic purposes, though 86% reported infrequent use (once a month or less). The most commonly used tools were gAI chatbots (e.g., ChatGPT, Copilot; 91%), followed by virtual assistants (e.g., Siri, Alexa; 53%). Pre-assignment perceptions of AI tools were predominantly negative, with keywords such as “skeptical,” “curious,” and “indifferent.” Post-assignment, students’ perceptions shifted to a more positive outlook. Keywords such as “curious,” “excited,” and “skeptical” emerged, with a significant decrease in negative associations (“overwhelmed,” “skeptical,” “anxious”) and an increase in positive associations (“empowered,” “confident,” “excited”).

This study suggests that direct experience with AI tools can foster a more favorable perception of their usefulness in academic learning. It also highlights the potential of AI-integrated assignments to help students understand both the benefits and limitations of these tools, ultimately building their confidence in leveraging AI for educational purposes.