Perception and use of generative AI among corporate communication students in higher education: adjusting expectations

Elisenda Estanyol; Mireia  Fernández-Ardèvol; Alexandre  López-Borrull; Pedro  Fernández-de-Castro; Lola Costa Gálvez

doi:10.7764/cdi.62.89632

Autores/as

Elisenda Estanyol Universitat Oberta de Catalunya (España) https://orcid.org/0000-0003-3986-0377
Mireia Fernández-Ardèvol Universitat Oberta de Catalunya (España) https://orcid.org/0000-0002-6938-1943
Alexandre López-Borrull Universitat Oberta de Catalunya (España) https://orcid.org/0000-0003-1609-2088
Pedro Fernández-de-Castro Universitat Oberta de Catalunya (España) https://orcid.org/0000-0003-3994-9953
Lola Costa Gálvez Universitat Oberta de Catalunya (España) https://orcid.org/0000-0001-5003-5269

DOI:

https://doi.org/10.7764/cdi.62.89632

Palabras clave:

Inteligencia Artificial Generativa, ChatGPT, Comunicación Corporativa, Relaciones Públicas, Educación Superior, encuesta, competencias digitales, alfabetización mediática

Resumen

This study examines the perception of generative artificial intelligence (GenAI) among 127 master’s students in corporate communications, focusing on their knowledge, use, perceived benefits, and risks. An online survey was conducted in 2024, a year and a half after the introduction of ChatGPT, which showed that most students (72.4%) believe that using GenAI is essential for their academic and professional development. While they predominantly use at least one tool (ChatGPT is the most popular: 69.3%), the results suggest potential for further adoption. Their perceptions are generally positive: the benefits of saving time (88.2%) and improving their digital skills (80.7%) are highlighted. However, participants also acknowledge limitations and risks, such as inaccurate results (90.5%) or the potential devaluation of higher education (30.5%). The early adopters and early majority groups, in terms of Rogers’ (1995) diffusion of innovation theory, offer more nuanced insights and demonstrate more critical thinking, likely based on their personal experiences. Educators and institutions need to equip students with the skills to use these tools ethically and effectively while promoting critical thinking through media literacy, especially AI literacy.

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Biografía del autor/a

Elisenda Estanyol, Universitat Oberta de Catalunya (España)

Elisenda Estanyol, doctora, directora académica del máster en Comunicación corporativa, protocolo y eventos de la Universitat Oberta de Catalunya (UOC) y profesora de los Estudios de ciencias de la información y de la comunicación de la UOC. Es miembro del Grupo de investigación en aprendizajes, medios y entretenimiento (GAME-UOC) y colaboradora de Communication, Advertising & Society (CAS-UPF). Su investigación se centra en las relaciones públicas, la gestión de eventos, la responsabilidad social corporativa y la inteligencia artificial aplicada a las relaciones públicas.

Mireia Fernández-Ardèvol, Universitat Oberta de Catalunya (España)

Mireia Fernández-Ardèvol, doctora, profesora catedrática de Comunicación digital en los estudios de ciencias de la información y de la comunicación de la Universitat Oberta de Catalunya (UOC) e investigadora sénior del grupo de investigación Communication Networks and Social Change. Desde una perspectiva interdisciplinaria, analiza y teoriza los desafíos de la híper-digitalización y la híper-dadificación para nuestras sociedades. Ha publicado libros y capítulos de libros con MIT y Routledge y artículos en revistas como Media, Culture & Society, New Media & Society y Mobile Media & Communication.

Alexandre López-Borrull, Universitat Oberta de Catalunya (España)

Alexandre López-Borrull, doctor, es profesor agregado de los Estudios de ciencias de la información y de la comunicación de la Universitat Oberta de Catalunya (UOC), doctor en Química (UAB) y licenciado en Documentación (UOC), y director del grado de Información y documentación de esa universidad. Sus intereses de investigación se centran en la desinformación, las redes sociales y la ciencia abierta. Forma parte del Grupo de investigación de aprendizajes, medios de comunicación y entretenimiento (GAME) de la UOC.

Pedro Fernández-de-Castro, Universitat Oberta de Catalunya (España)

Pedro Fernández de Castro, profesor de Periodismo y Comunicación digital en los Estudios de ciencias de la información y comunicación en la Universitat Oberta de Cataluya (UOC). Doctorando en el programa de Humanidades y comunicación de la UOC. Miembro del Grupo de investigación en aprendizajes, medios y entretenimiento (GAME) de la UOC. Sus líneas de investigación se centran en la alfabetización mediática, la educación sociodigital y la participación cívica juvenil.

Lola Costa Gálvez, Universitat Oberta de Catalunya (España)

Lola Costa Gálvez, doctora, profesora lectora en los Estudios de ciencias de la información y la comunicación en la Universitat Oberta de Catalunya (UOC). Imparte docencia de grado y máster en comunicación corporativa y publicidad. Sus intereses de investigación se centran en los medios de servicio público y su relación con las industrias culturales, específicamente la musical y la radiofónica.

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