Privacy, Misinformation, and Interaction: University Students' Attitudes toward AI

Abstract

Artificial Intelligence (AI) has rapidly become embedded in everyday life and various sectors, including education. Its presence in teaching and learning environments and workflows raises essential questions about how actors in the teaching and learning process perceive and interact with AI. Risks can be categorized into six areas when assessing concerns about using AI in education. [7] Improper trust could produce misuse or disuse that harms safety and performance. [1] Concerns about algorithmic transparency and accountability shape risk perceptions and drive verification behaviours. [2] AI in education raises ethical issues around who controls and protects learners' data, how algorithmic bias and unfairness affect different actors, and privacy and integrity are concerns. [4][5][6] This exploratory research assesses university students' behaviours toward AI across three dimensions: privacy hazards, misinformation, and interaction risks. 83 Hungarian students reported prior use of AI for university assignments. At the same time, respondents report strong verification behaviour and tend to check the reliability of AI‑generated information rather than accepting outputs without any criticism. Several respondents consider an AI- supported essay or homework morally acceptable. However, figures show that concerns about the use of personal data and third‑party transfers often underestimated by these respondents. Overall, the survey confirms that among respondents, the use of artificial intelligence in education presents a mixed picture: it effectively supports the learning process, yet it can distort student assessment. At the same time, students are aware of the dangers of misinformation and actively employ protective and verification mechanisms against it. Based on the responses, however, strong concerns emerge regarding data privacy.