Markus Christen

Judit Martinez Moreno, Markus Christen, Abraham Bernstein

Despite the widespread integration of generative artificial intelligence (GenAI) tools in higher education, there is limited empirical insight into students' experiences, competences, and readiness to adopt personalized AI companions. To address this gap, this study investigates three key questions: (RQ1) What are students' prior experiences with AI tools, their perceived digital and AI-related competences, and their interest in emerging technologies?; (RQ2) How do students perceive a hypothetical "AI Buddy" (a digital companion designed to support students throughout their academic journey) including adoption, benefits, and concerns?; (RQ3) How does students' willingness to adopt an AI Buddy relate to motivations for engaging in traditional academic activities? Based on a survey of 926 students at a Swiss university, students revealed widespread prior use of AI, primarily for text-based and productivity tasks, with moderate self-assessed digital competence. Students expressed strong enthusiasm for adopting an AI Buddy, valuing its potential for time efficiency, personalized academic support, and study organization, but expressed significant concerns about data privacy and over-reliance. A weak negative correlation emerged between AI Buddy adoption willingness and motivations for attending lectures or using library resources, while social and collaborative motivations remained unaffected. These findings suggest that AI Buddies may partially replace information-seeking behaviours but preserve the social fabric of university life. This study provides practical recommendations including the need for robust privacy protections and critical engagement strategies to ensure AI Buddies enhance, rather than undermine, the academic and communal value of higher education.

Joachim Baumann, Aleksandra Urman, Ulrich Leicht-Deobald et al.

The rapid adoption of generative artificial intelligence (GenAI) technologies has led many organizations to integrate AI into their products and services, often without considering user preferences. Yet, public attitudes toward AI use, especially in impactful decision-making scenarios, are underexplored. Using a large-scale two-wave survey study (n_wave1=1514, n_wave2=1488) representative of the Swiss population, we examine shifts in public attitudes toward AI before and after the launch of ChatGPT. We find that the GenAI boom is significantly associated with reduced public acceptance of AI (see Figure 1) and increased demand for human oversight in various decision-making contexts. The proportion of respondents finding AI "not acceptable at all" increased from 23% to 30%, while support for human-only decision-making rose from 18% to 26%. These shifts have amplified existing social inequalities in terms of widened educational, linguistic, and gender gaps post-boom. Our findings challenge industry assumptions about public readiness for AI deployment and highlight the critical importance of aligning technological development with evolving public preferences.

Suzanne Tolmeijer, Markus Kneer, Cristina Sarasua et al.

Increasingly complex and autonomous systems require machine ethics to maximize the benefits and minimize the risks to society arising from the new technology. It is challenging to decide which type of ethical theory to employ and how to implement it effectively. This survey provides a threefold contribution. First, it introduces a trimorphic taxonomy to analyze machine ethics implementations with respect to their object (ethical theories), as well as their nontechnical and technical aspects. Second, an exhaustive selection and description of relevant works is presented. Third, applying the new taxonomy to the selected works, dominant research patterns, and lessons for the field are identified, and future directions for research are suggested.