AI in the Wild: A Large Scale Analysis of Authentic Interactions of College Students with Generative AI
For educators and researchers, this provides empirical evidence of how students actually use generative AI in coursework, revealing systematic patterns rather than idiosyncratic use.
The study analyzed over 15,000 authentic student-AI interactions from multiple university courses, finding that interactions are highly structured with recurring patterns and distinct profiles across different academic domains.
Generative AI tools (GenAI) are increasingly used by students during coursework, yet empirical understanding of how students engage with these systems in authentic learning contexts remains limited. Existing studies have largely relied on controlled settings, single-domain analyses, or small-scale qualitative data, leaving open how student-AI interaction unfolds across courses and forms of academic work. We present a large-scale analysis of naturally occurring student-AI interactions collected from undergraduate students across multiple university courses and academic domains. The dataset comprises over 15,000 student-AI interaction units drawn from voluntary use of generative AI during real coursework. To characterize these interactions, we analyze each student turn along two complementary dimensions, cognitive intent and interaction context, capturing whether requests are directed toward the task or domain, the student's own work, or prior AI output. Using instruction-guided annotation applied at scale, we examine how these interaction patterns are distributed overall and how they vary across courses. Our analysis reveals that student-AI interaction is highly structured. Across courses, interactions concentrate in a small number of recurring patterns rather than exhibiting highly idiosyncratic use. At the same time, systematic differences emerge across courses, giving rise to distinct interaction profiles associated with different forms of academic work.