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 "name": "The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education",
 "author": [
  {
   "@type": "Person",
   "name": "Auste Simkute"
  },
  {
   "@type": "Person",
   "name": "Viktor Kewenig"
  },
  {
   "@type": "Person",
   "name": "Abigail Sellen"
  },
  {
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   "name": "Sean Rintel",
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  {
   "@type": "Person",
   "name": "Lev Tankelevitch"
  }
 ],
 "datePublished": "2025-01",
 "doi": "10.48550/arXiv.2501.08864",
 "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html",
 "citation": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864",
 "bibtex": "@article{simkute2025the,\nauthor = {Simkute, Auste and Kewenig, Viktor and Sellen, Abigail and Rintel, Sean and Tankelevitch, Lev},\ntitle = {The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education},\nyear = {2025},\nmonth = {January},\nurl = {https://doi.org/10.48550/arXiv.2501.08864},\njournal = {arxiv},\ndoi = {10.48550/arXiv.2501.08864},\n}",
 "abstract": "Generative AI (GenAI) has introduced myriad opportunities and challenges for higher education. Anticipating this potential transformation requires understanding students’ contextualised practices and norms around GenAI. We conducted semi-structured interviews with 26 students and 11 educators from diverse departments across two universities. Grounded in Strong Structuration Theory, we find diversity in students’ uses and motivations for GenAI. Occurring in the context of unclear university guidelines, institutional fixation on plagiarism, and inconsistent educator communication, students’ practices are informed by unspoken rules around appropriate use, GenAI limitations and reliance strategies, and consideration of agency and skills. Perceived impacts include changes in confidence, and concerns about skill development, relationships with educators, and plagiarism. Both groups envision changes in universities’ attitude to GenAI, responsible use training, assessments, and integration of GenAI into education. We discuss socio-technical implications in terms of current and anticipated changes in the external and internal structures that contextualise students’ GenAI use.",
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   "url": "https://doi.org/10.48550/arXiv.2501.08864",
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 "takeaway": "Students' generative AI use is shaped by the university around them, not just the tool. Faced with unclear, plagiarism-focused guidelines and educators reluctant to discuss AI, students used it as tutor or assistant yet governed themselves by unspoken rules, some anxiously. Clearer, co-designed guidance and AI literacy training could help.",
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  "markdown": "https://seanrintel.com/overviews/better-thinking-with-ai.md",
  "thesis": "Generative AI moves people's thinking into stating what they want and judging what they get. The easiest way to use it can help least, so good tools ask people to think first.",
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    "claim": "People who trust AI more say they check its work less",
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   {
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 },
 "whyItMatters": {
  "stateOfTheArt": {
   "summary": "Earlier work gave high-level overviews of students' perceptions and attitudes towards generative AI, mostly in computer science, without examining real-world practices or the university context that shapes them.",
   "quote": "However, it has under-explored the real-world practices that people engage in.",
   "location": "§1, p. 2"
  },
  "contribution": {
   "summary": "Unlike earlier surveys of attitudes, mostly in computer science, the authors look at what students across disciplines actually do. The authors set it against their university's guidelines and educators' views, and organise the findings in a model of how structures and practices shape each other.",
   "quote": "In-depth findings on higher education students' broader practices around GenAI, including uses, reliance-mediating strategies, and communication norms, covering multiple disciplines and year groups.",
   "location": "§1, p. 2"
  },
  "whoCares": {
   "summary": "University policymakers, educators, researchers, and HCI designers of educational AI tools.",
   "quote": "Both policymakers and researchers need to understand its practical realities as part of an ecosystem",
   "location": "§1, p. 2"
  }
 },
 "researchQuestions": [
  "(1) How and why do students use GenAI in higher education?",
  "(2) What are students' norms and etiquette around the use of GenAI in higher education, and how is this shaped by their university context?",
  "(3) What are students' GenAI reliance strategies and what mediates this?",
  "(4) What are the perceived impacts of GenAI on students?",
  "(5) What is the future role of GenAI in higher education according to students and educators?"
 ],
 "concepts": [
  {
   "term": "Strong Structuration Theory (SST)",
   "definition": "A framework that distinguishes external structures, internal structures, actions and outcomes, and how they shape one another. The authors used it to cohere their themes.",
   "quote": "SST recognises the mutual interactions between individuals' agency, technology, and their encompassing socio-techno-political structures",
   "location": "§4.3, p. 6"
  },
  {
   "term": "Conjuncture",
   "definition": "A Strong Structuration Theory term. The authors' findings are a snapshot of this moment in GenAI adoption:",
   "quote": "SST emphasizes the conjuncture, a' critical combination of events or circumstances'",
   "location": "§4.3, p. 7"
  },
  {
   "term": "Overreliance",
   "definition": "The particular risk that students' reliance strategies mediated:",
   "quote": "overreliance-the erroneous acceptance of incorrect GenAI output",
   "location": "§5.4, p. 12"
  },
  {
   "term": "Plagiarism anxiety",
   "definition": "Potentially due to universities' unclear communication about GenAI,",
   "quote": "students (7/26) were feeling anxious about being accused of plagiarism",
   "location": "§5.5, p. 14"
  }
 ],
 "method": {
  "design": "Pre-interview surveys and semi-structured interviews. Inductive thematic analysis with comparative analysis of students against educators, then mapped onto Strong Structuration Theory.",
  "setting": "Two UK universities, across humanities, social science and STEM disciplines. Interviews by video meeting.",
  "sample": "Undergraduate students (n = 26. 18 from University A) and educators (n = 11. 8 from University A).",
  "n": 37,
  "duration": "Interviews from December 2023 to February 2024, averaging 40 minutes.",
  "analysis": "Two researchers coded transcripts in MAXQDA. Counts reported as proportions of students or educators (e.g. 13/26)."
 },
 "findings": [
  {
   "headline": "Tutor, assistant, ideation partner.",
   "summary": "The 26 undergraduates the authors interviewed at two UK universities were mostly in the humanities. They used generative AI in three roles, as a tutor (explaining material, giving feedback), an assistant (summarising, searching, polishing writing, outlining essays) and an ideation partner.",
   "quote": "replacement for a partner that you get in, like a seminar or a smaller discussion group",
   "location": "§5.1.3, p. 8",
   "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-1-3-p-8",
   "cite": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864 (§5.1.3, p. 8)"
  },
  {
   "headline": "Always there, and quick.",
   "summary": "They valued its constant availability and the time it saved, and also its help in getting unstuck and in engaging more deeply with their reading, for example by questioning its answers against the original source.",
   "quote": "It's in your pockets, in your phone, your home. You don't have your professor always there",
   "location": "§5.2.1, pp. 8–9",
   "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-2-1-pp-8-9",
   "cite": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864 (§5.2.1, pp. 8–9)"
  },
  {
   "headline": "Guidance unclear, silence common.",
   "summary": "Most students and most of the 11 educators found university guidance on generative AI unclear, and students who knew it saw mainly warnings about plagiarism. Students talked openly about AI with each other. Many educators avoided the topic, even with colleagues.",
   "quote": "Everyone was interested, but nobody actually touched on the topic. I think everyone was a bit scared.",
   "location": "§5.3.3, p. 11",
   "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-3-3-p-11",
   "cite": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864 (§5.3.3, p. 11)"
  },
  {
   "headline": "Students set their own rules.",
   "summary": "In that vacuum, students regulated themselves. They followed unspoken rules, double-checked outputs against other sources, trusted AI less where they lacked expertise or the stakes were high, and sometimes avoided it to keep their own skills.",
   "quote": "It is okay to use GenAI within certain boundaries, with the boundaries being: (1) \"reference, do not plagiarise\", (2) \"edit, do not copy and paste\", and (3) \"use it to assist you, not to do work for you\"",
   "location": "§5.4, pp. 11–12",
   "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-4-pp-11-12",
   "cite": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864 (§5.4, pp. 11–12)"
  },
  {
   "headline": "Mixed effects, and plagiarism anxiety.",
   "summary": "Some students felt more confident, others less. Some students, and most educators, worried about losing or never building skills such as critical thinking. Some feared weaker ties with educators. And some feared being falsely accused of plagiarism, even one who did not use AI.",
   "quote": "I don't want to have worked on a project for a really long time... and then be told, no, this was AI. There's no way of proving, you know, I've written this myself",
   "location": "§5.5.4, p. 14",
   "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-5-4-p-14",
   "cite": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864 (§5.5.4, p. 14)"
  },
  {
   "headline": "Teach it, don't ban it.",
   "summary": "Many students want universities to embrace generative AI and teach responsible use. Some students and educators envisaged new kinds of assessment and AI complementing teachers, and some students compared it to calculators or the internet.",
   "quote": "It seems mad to me that we're at an institution like this and we're not encouraging intellectual people to be using this",
   "location": "§5.6.1, pp. 14–15",
   "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-6-1-pp-14-15",
   "cite": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864 (§5.6.1, pp. 14–15)"
  }
 ],
 "questions": [
  {
   "question": "How do university students actually use ChatGPT for their studies?",
   "answer": "Much like familiar kinds of help. They use it as a tutor that explains readings and gives feedback, an assistant that summarises, searches and outlines, and a partner for bouncing ideas around. Saving time was the most commonly cited draw, alongside help getting unstuck, deeper engagement and round-the-clock availability.",
   "source": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864",
   "basedOn": [
    {
     "location": "§5.1.3, p. 8",
     "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-1-3-p-8"
    },
    {
     "location": "§5.2.1, pp. 8–9",
     "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-2-1-pp-8-9"
    }
   ]
  },
  {
   "question": "Are university rules on generative AI clear to students?",
   "answer": "Mostly not. Most students and educators interviewed at two UK universities found guidelines unclear. Students who knew of them saw a focus on plagiarism, and many educators avoided discussing GenAI. Some students felt anxious about plagiarism accusations.",
   "source": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864",
   "basedOn": [
    {
     "location": "§5.3.3, p. 11",
     "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-3-3-p-11"
    },
    {
     "location": "§5.5.4, p. 14",
     "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-5-4-p-14"
    }
   ]
  },
  {
   "question": "How do students decide what counts as acceptable AI use?",
   "answer": "Through unspoken rules, such as referencing it, editing rather than copying and pasting, and using it to assist rather than do the work. They also double-check outputs and weigh their own expertise, the task's stakes and their skill development.",
   "source": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864",
   "basedOn": [
    {
     "location": "§5.4, pp. 11–12",
     "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-4-pp-11-12"
    }
   ]
  },
  {
   "question": "Does using AI harm students' skills?",
   "answer": "Many worried it could. Some students feared losing or not developing skills such as critical thinking and writing, and most educators saw the same risk, many viewing practising skills as the key protection.",
   "source": "Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864",
   "basedOn": [
    {
     "location": "§5.5.4, p. 14",
     "url": "https://seanrintel.com/publications/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education.html#at-s5-5-4-p-14"
    }
   ]
  }
 ],
 "cites": [
  {
   "url": "https://seanrintel.com/publications/its-like-a-rubber-duck-that-talks-back-understanding-generative-ai-assisted-data-analysis-workflows-through-a-participatory-prompting-study.html",
   "title": "“It’s like a rubber duck that talks back”: Understanding Generative AI-Assisted Data Analysis Workflows through a Participatory Prompting Study",
   "location": "p. 20"
  },
  {
   "url": "https://seanrintel.com/publications/the-metacognitive-demands-and-opportunities-of-generative-ai.html",
   "title": "The Metacognitive Demands and Opportunities of Generative AI",
   "location": "p. 22"
  }
 ],
 "quantitative": [
  {
   "measure": "Students who felt university communication on GenAI use lacked clarity",
   "value": "17/26",
   "location": "§5.3, p. 10"
  },
  {
   "measure": "Educators unaware of official GenAI guidelines",
   "value": "9/11",
   "location": "§5.3, p. 10"
  },
  {
   "measure": "Educators who do not talk openly about GenAI",
   "value": "7/11",
   "location": "§5.3, p. 11"
  },
  {
   "measure": "Students who double-checked GenAI outputs against other sources",
   "value": "13/26",
   "location": "§5.4, p. 12"
  },
  {
   "measure": "Pre-interview survey (indicative only): believe AI can enhance learning 'quite a bit' or 'very much'",
   "value": "16 out of 26 students vs 3 out of 11 educators",
   "location": "Appendix C, p. 27"
  }
 ],
 "implications": [
  {
   "summary": "Communicate guidelines systematically, cover issues beyond plagiarism, and involve students and educators in developing them.",
   "quote": "One approach is to involve both groups in the development of guidelines using participatory design methods",
   "location": "§6.1, p. 16"
  },
  {
   "summary": "Empower educators to talk about GenAI and share practice through their professional communities."
  },
  {
   "summary": "Provide multi-faceted GenAI literacy training, including collaborative learning and recognising errors in GenAI output.",
   "quote": "Our findings therefore indicate a need for multi-faceted GenAI literacy training in universities",
   "location": "§6.2, p. 17"
  },
  {
   "summary": "Redesign assessments, for example by incorporating GenAI into assignments, and design personalised learning that keeps roles for educators and peers."
  },
  {
   "summary": "Consider safeguards for skills at risk from over-reliance, such as critical thinking, for example through cognitive forcing functions.",
   "quote": "Safeguards may be necessary to protect skills that are key for students' education goals.",
   "location": "§6.3, p. 18"
  }
 ],
 "limitations": [
  {
   "summary": "A snapshot of evolving practice, from a self-selected sample at only two UK universities.",
   "quote": "This study captures a snapshot of experiences that are continuously evolving.",
   "location": "§4.4, p. 7"
  },
  {
   "summary": "Samples were not representative. Students skewed to the humanities, and educators were mostly junior teaching staff.",
   "quote": "Student participants were more from humanities (n = 21) than STEM subjects (n = 5).",
   "location": "§4.4, p. 7"
  },
  {
   "summary": "Findings rest on self-reports, so the real extent of over- or under-reliance remains to be studied."
  },
  {
   "summary": "SST was applied post hoc rather than guiding the study design.",
   "quote": "the study would have benefited from using SST to guide the study design",
   "location": "§4.4, p. 7"
  }
 ],
 "figures": [
  {
   "src": "https://seanrintel.com/publications/figures/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education/fig-1.webp",
   "caption": "Fig. 1. Overview of study findings. Students' actions (A) (GenAI tool uses) are driven by a set of internal structures, including their motivations (B), and self-governance of GenAI use (D). These internal structures are influenced by a set of external structures: including university guidelines, communication from and among educators, and communication among students (C). Finally, students' actions leads to outcomes, including perceived impacts on confidence, relationships, etc. (E), as well as students' and educators' visions for the future of GenAI in higher education (F). Although our findings focus on a set of directional influences between these aspects, it is likely that the influence goes both ways. We indicate these currently unexplored influences with dashed grey arrows. Our comparative analysis includes both students' and educators' perspectives where relevant; filled and unfilled boxes indicate these sources, respectively.",
   "alt": "Model diagram: external structures (university guidelines, communication) shape internal structures (motivations, self-governance), which drive actions (GenAI as tutor, assistant, ideation partner) and lead to outcomes.",
   "location": "Fig. 1, p. 1",
   "credit": "Figure 1 from Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864"
  },
  {
   "src": "https://seanrintel.com/publications/figures/the-new-calculator-practices-norms-and-implications-of-generative-ai-in-higher-education/fig-2.webp",
   "caption": "Fig. 2. Survey findings. (A) Students' and educators' uses of GenAI. (B) Students' and educators' frequency of GenAI use. (C) Students' and educators' perceptions of whether GenAI can enhance the learning process. (D) Students' and educators' perceptions of whether GenAI can enhance the teaching process. (E) Students' and educators' level of concern about the increasing use of GenAI in education. Numbers indicate counts.",
   "alt": "Survey charts comparing students and educators: brainstorming and exploring for fun are the commonest uses for both, students are more positive that AI can enhance learning, and both groups show mixed concern about AI in education.",
   "location": "Fig. 2, p. 27",
   "credit": "Figure 2 from Auste Simkute, Viktor Kewenig, Abigail Sellen, Sean Rintel, and Lev Tankelevitch. 2025. The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education. arxiv. https://doi.org/10.48550/arXiv.2501.08864"
  }
 ],
 "pageNumbersReferTo": "https://arxiv.org/pdf/2501.08864",
 "verified": "2026-10-25",
 "studyFigure": {
  "about": "The opening figure on this paper's page, made for the site with AI assistance from this verified brief. It is not the paper's own figure. Evidence entries index this file's quantitative, findings and limitations arrays.",
  "study": {
   "kind": "single",
   "summary": "Surveys and interviews about generative AI with 26 undergraduates and 11 educators at two UK universities, held by video meeting from December 2023 to February 2024. Of the 26 students, 21 studied humanities subjects.",
   "steps": [
    {
     "label": "Survey",
     "detail": "Each participant answered a survey before their interview."
    },
    {
     "label": "Interviews",
     "detail": "Interviews followed set questions but stayed open, and averaged 40 minutes."
    },
    {
     "label": "Themes",
     "detail": "Two researchers coded the transcripts and compared what students and educators said."
    },
    {
     "label": "Model",
     "detail": "The themes were mapped onto Strong Structuration Theory, a model of how outside rules, inner habits, actions and outcomes shape one another."
    }
   ]
  },
  "findings": {
   "legend": null,
   "stages": [
    {
     "title": "How students used generative AI",
     "sub": "what 26 undergraduates said in interviews",
     "items": [
      {
       "dir": "none",
       "text": "Students described using generative AI as a tutor, an assistant and a partner for ideas.",
       "detail": "As a tutor it explained material and gave feedback. As an assistant it summarised, searched, polished writing and outlined essays.",
       "evidence": [
        "findings[0]"
       ]
      },
      {
       "dir": "none",
       "text": "Students valued that generative AI was always available and saved time.",
       "detail": "Students also said it helped them get unstuck and engage more deeply with readings, for example by questioning its answers against the original source.",
       "evidence": [
        "findings[1]"
       ]
      },
      {
       "dir": "none",
       "text": "Students described setting their own unspoken rules for using generative AI.",
       "detail": "Rules included referencing it, editing rather than copying and pasting, and using it to assist rather than do the work. Of 26 students, 13 double-checked answers against other sources.",
       "evidence": [
        "findings[3]",
        "quantitative[3]"
       ]
      }
     ]
    },
    {
     "title": "University guidance and talk",
     "sub": "what 26 students and 11 educators said in interviews",
     "items": [
      {
       "dir": "none",
       "text": "Of 26 students, 17 felt university communication about generative AI lacked clarity.",
       "detail": "Students who knew the university guidelines said they saw mainly warnings about plagiarism.",
       "evidence": [
        "quantitative[0]",
        "findings[2]"
       ]
      },
      {
       "dir": "none",
       "text": "Of 11 educators, 9 said they were unaware of official generative AI guidelines.",
       "detail": "Of 11 educators, 7 said they did not talk openly about generative AI. Students said they talked about it openly with each other.",
       "evidence": [
        "quantitative[1]",
        "quantitative[2]",
        "findings[2]"
       ]
      }
     ]
    },
    {
     "title": "Effects and the future",
     "sub": "what students and educators said about impact and what comes next",
     "items": [
      {
       "dir": "none",
       "text": "Some students said they feared being falsely accused of plagiarism.",
       "detail": "One student with this fear did not use generative AI. Other effects were mixed, with some students feeling more confident and others less.",
       "evidence": [
        "findings[4]"
       ]
      },
      {
       "dir": "none",
       "text": "Some students and most of the 11 educators worried about losing or never building skills.",
       "detail": "The skills named included critical thinking. Some students also feared weaker ties with their educators.",
       "evidence": [
        "findings[4]"
       ]
      },
      {
       "dir": "none",
       "text": "Many students said universities should teach responsible use, and some likened generative AI to calculators.",
       "detail": "In a pre-interview survey the authors call indicative only, 16 of 26 students and 3 of 11 educators said it could enhance learning quite a bit or very much.",
       "evidence": [
        "findings[5]",
        "quantitative[4]"
       ]
      }
     ]
    }
   ]
  },
  "keyTerm": "strong structuration",
  "takeaway": "Strong structuration suggests that university guidelines and educator talk can shape how students use generative AI, and that students' use can reshape them in turn. Clear, shared guidance may help students use AI well."
 }
}