Abstract

Palabras clave

Autores

PhD Joaquín Rodríguez-Ruiz, PhD Raquel Espejo-Siles, PhD Inmaculada Marín-López

Cómo citar

Rodríguez-Ruiz, J., Espejo-Siles, R., Marín-López, I. (2024). The Use of Artificial Intelligence Tools among University Students and its Association with Personality Traits. In Díaz-Noguera, M. D., Hervás-Gómez, C., Sánchez-Vera, F. (Coords.), Artificial Intelligence and Education (pp. 161-174). Octaedro. https://doi.org/10.36006/09643-1-10

Referencias bibliográficas

“Alqahtani, T., Badreldin, H. A., Alrashed, M., Alshaya, A. I., Alghamdi, S. S., Saleh, K. B., Alowais, S. A., Alshaya, O. A., Rahman, I., Al Yami, M. S., & Albekairy, A. M. (2023). The emergent role of artificial intelligence, natural learning processing, and large language models in higher education and research. Research in Social and Administrative Pharmacy, 19(8), 1236-1242. https://doi.org/10.1016/j.sapharm.2023.05.016
Benvenuti, M., Cangelosi, A., Weinberger, A., Mazzoni, E., Benassi, M., Barbaresi, M., & Orsoni, M. (2023). Artificial intelligence and human behavioral development: A perspective on new skills and competences acquisition for the educational context. Computers in Human Behavior, 148, 107903. https://doi.org/10.1016/j.chb.2023.107903
Berger, S., Wyss, A. M., & Knoch, D. (2018). Low self-control capacity is associated with immediate responses to smartphone signals. Computers in Human Behavior, 86, 45-51. https://doi.org/10.1016/j.chb.2018.04.031
Bittencourt, I. I., Chalco, G., Santos, J., Fernandes, S., Silva, J., Batista, N., Hutz, C., & Isotani, S. (2023). Positive Artificial Intelligence in education (P-AIED): A roadmap. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-023-00357-y
Blackwell, D., Leaman, C., Tramposch, R., Osborne, C., & Liss, M. (2017). Extraversion, neuroticism, attachment style and fear of missing out as predictors of social media use and addiction. Personality and Individual Differences, 116, 69-72. https://doi.org/10.1016/j.paid.2017.04.039
Costa, P. T., & McCrae, R. R. (1992). The five-factor model of personality and its relevance to personality disorders. Journal of Personality Disorders, 6(4), 343–359. https://doi.org/10.1521/pedi.1992.6.4.343
Costa Mastrascusa, R., Loli, M., De Albuquerque, N. S., Virissimo, S. L., Foletto Moura, M., & Quarti Irigaray, T. (2023). Evaluating the complete (44-item), short (20-item) and ultra-short (10-item) versions of the Big Five Inventory (BFI) in the Brazilian population. Scientific Reports, 13(1), 1-5. https://doi.org/10.1038/s41598-023-34504-1
Crawford, J., Cowling, M., & Allen, K. A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3), 02. https://doi.org/10.53761/1.20.3.02
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(22). https://doi.org/10.1186/s41239-023-00392-8
De Feyter, T., Caers, R., Vigna, C., & Berings, D. (2012). Unraveling the impact of the Big Five personality traits on academic performance: The moderating and mediating effects of self-efficacy and academic motivation. Learning and Individual Differences, 22(4), 439-448. https://doi.org/10.1016/j.lindif.2012.03.013
Fatima, A., Sunguh, K. K., Abbas, A., Mannan, A., & Hosseini, S. (2020). Impact of pressure, self-efficacy, and self-competency on students’ plagiarism in higher education. Accountability in Research, 27(1), 32-48. https://doi.org/10.1080/08989621.2019.1699070
Feher, A., & Vernon, P. A. (2021). Looking beyond the Big Five: A selective review of alternatives to the Big Five model of personality. Personality and Individual Differences, 169, 110002. https://doi.org/10.1016/j.paid.2020.110002
Gillath, O., Ai, T., Branicky, M. S., Keshimiri, S., Davison, R. B., & Spaulding, R. (2021). Attachment and trust in Artificial Intelligence. Computers in Human Behavior, 115, 106607. https://doi.org/10.1016/j.chb.2020.106607
Giluk, T. L., & Postlethwaite, B. E. (2014). Big Five personality and academic dishonesty: A meta-analytic review. Personality and Individual Differences, 72, 59-67. https://doi.org/10.1016/j.paid.2014.08.027
Goldberg, L. R. (1990). An alternative “description of personality”: The big-five factor structure. Journal of Personality and Social Psychology, 59(6), 1216-1229. https://doi.org/10.1037/0022-3514.59.6.1216
Joshi, A., Das, S., & Sekar, S. (2023). How Big Five personality traits affect information and communication technology use: A meta-analysis. Australasian Journal of Information Systems, 27.
Karan, B., & Angadi, G. R. (2023). Artificial Intelligence integration into school education: A review of Indian and foreign perspectives. Millennial Asia, 0(0). https://doi.org/10.1177/09763996231158229
Karim, N. S. A., Zamzuri, N. H. A., & Nor, Y. M. (2009). Exploring the relationship between Internet ethics in university students and the Big Five model of personality. Computers & Education, 53(1), 86-93. https://doi.org/10.1016/j.compedu.2009.01.001
Lee, S. D., Kuncel, N. R., & Gau, J. (2020). Personality, attitude, and demographic correlates of academic dishonesty: A meta-analysis. Psychological Bulletin, 146(11), 1042–1058. https://doi.org/10.1037/bul0000300
Lee, S. E. (2023). Otherwise than teaching by artificial intelligence. Journal of Philosophy of Education, 57, 553-570. https://doi.org/10.1093/jopedu/qhad019
Lozano, A., & Blanco Fontao, C. (2023). Is the education system prepared for the irruption of Artificial Intelligence? A study on the perceptions of students of Primary Education Degree from a dual perspective: Current pupils and future teachers. Education Sciences, 13, 733. https://doi.org/10.3390/educsci13070733
O’Dea, X., & O’Dea, M. (2023). Is Artificial Intelligence really the next big thing in learning and teaching in higher education? A conceptual paper. Journal of University Teaching & Learning Practice, 20(5). https://doi.org/10.53761/1.20.5.05
Özbek, V., Alniacik, Ü, Koc, F., Akkilic, M. E., & Kas, E. (2014). The impact of personality on technology acceptance: A study on smart phone users. Social and Behavioral Sciences, 150, 541-551. 
Park, J., & Woo, S. E. (2022) Who likes Artificial Intelligence? Personality predictors of attitudes toward Artificial Intelligence. The Journal of Psychology, 156(1), 68-94. https://doi.org/10.1080/00223980.2021.2012109
Peabody, D., & Goldberg, L. R. (1989). Some determinants of factor structures from personality-trait descriptors. Journal of Personality and Social Psychology, 57(3), 552-567. https://doi.org/10.1037/0022-3514.57.3.552
Prasmara, A., & Wijaya, N. H. S. (2017). Relations between Big Five personalities, motivation to fake, and applicant faking behavior. Jurnal Manajemen dan Kewirausahaan, 19(2), 85-90. https://doi.org/10.9744/jmk.19.2.85-90
Rammstedt, B., & John, O. P. (2007). Measuring personality in one minute or less: A 10-item short version of the Big Five inventory in English and German. Journal of Research in Personality, 41(1), 203-212. https://doi.org/10.1016/j.jrp.2006.02.001
Rammstedt, B., Lechner, C., & Danner, D. (2021). Short forms do not fall short: A comparison of three (extra-)short forms of the Big Five. European Journal of Psychological Assessment, 37(1), 23–32. https://doi.org/10.1027/1015-5759/a000574
Rammstedt, B., Roemer, L., & Lechner, C. M. (2023). Consistency of the structural properties of the BFI-10 across 16 samples from eight large-scale surveys in Germany. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000765
Sarker, I. H. (2022). AI-based modeling: Techniques, applications and research issues towards automation, intelligent and smart systems. SN Computer Science, 3(158). https://doi.org/10.1007/s42979-022-01043-x
Schepman, A., & Rodway, P. (2023). The General Attitudes towards Artificial Intelligence Scale (GAAIS): Confirmatory validation and associations with personality, corporate distrust, and general trust. International Journal of Human-Computer Interaction, 39(13), 2724-2741. https://doi.org/10.1080/10447318.2022.2085400
Schmitt, N. (2007). The interaction of neuroticism and gender and its impact on self-efficacy and performance. Human Performance, 21(1), 49-61. https://doi.org/10.1080/08959280701522197
Shrestha, A., & Spezzano, F. (2022). Characterizing and predicting fake news spreaders in social networks. International Journal of Data Science and Analytics, 13, 385-398. https://doi.org/10.1007/s41060-021-00291-z
Stachl, C., Au, Q., Schoedel, R., Gosling, S. D., Harari, G. M., Buschek, D., Völkel, S. T., Schuwerk, T., Oldemeier, M., Ullmann, T., Hussmann, H., Bischl, B., & Bühner, M. (2020). Predicting personality from patterns of behavior collected with smartphones. Proceedings of the National Academy of Sciences, 117(30), 17680-17687. https://doi.org/10.1073/pnas.1920484117
Tehrani, H. D., & Yamini, S. (2020). Personality traits and conflict resolution styles: A meta-analysis. Personality and Individual Differences, 157, 109794. https://doi.org/10.1016/j.paid.2019.109794
Wang, T., Lund, B.D., Marengo, A., Pagano, A., Mannuru, N.R., Teel, Z.A., & Pange, J. (2023). Exploring the potential impact of Artificial Intelligence (AI) on international students in higher education: Generative AI, chatbots, analytics, and international student success. Applied Sciences, 13, 6716. https://doi.org/10.3390/app13116716
Xie, X., & Wang, T. (2023). Artificial Intelligence: A help or threat to contemporary education. Should students be forced to think and do their tasks independently? Education and Information Technologies. https://doi.org/10.1007/s10639-023-11947-7
Zell, E., & Lesick, T. L. (2022). Big Five personality traits and performance: A quantitative synthesis of 50+ meta‐analyses. Journal of Personality, 90(4), 559-573. https://doi.org/10.1111/jopy.12683
369 ”