Meechan, D. (2024) Generative AI for students: the essential guide to using artificial intelligence for study at university. London: Sage.

Authors

DOI:

https://doi.org/10.47408/jldhe.vi35.1573

Keywords:

GenAI, student learning, student success

Author Biographies

Jennie Blake, University of Manchester

Jennie Blake is the Academic Theme Lead for Student Success at the University of Manchester and Head of Teaching and Learning Development at the University of Manchester Library. Her remit includes belonging, student support, and a variety of university-wide initiatives. Jennie also looks after all Library teaching, including the award-winning My Learning Essentials and Student Team. She researches on areas including inclusive practice, student co-creation, and student support models. Jennie is a Principal Fellow of Advance HE. She was awarded a National Teaching Fellowship in 2018 and a CATE in 2024. These awards recognise her sector-leading practice and expertise in student support and partnership.

Ailsa Crum, Independent consultant

Ailsa Crum is an independent consultant focused on higher and tertiary education. Until December 2024, she was QAA’s Director of Membership, Quality Enhancement, and Standards where, amongst other things, she chaired the UK Academic Integrity Advisory Group and led the production of resources and activities to support QAA members with the rise of GenAI. A Common Purpose Global Leader, Ailsa is non-executive director with Edinburgh Napier Students’ Association, and she has links with several international networks and institutions. Her research interests include literary memoir and all forms of storytelling.

Peter Hartley, Edge Hill University

Peter Hartley is a Visiting Professor at Edge Hill University, National Teaching Fellow, and independent educational consultant. He has specific expertise in new technologies (especially GenAI), learning/teaching design, concept mapping, and programme assessment. Peter’s recent collaborations and publications include Using generative AI effectively in higher education (published by Routledge) and a second edition of Success in groupwork as part of the Pocket Study Skills series (published by Bloomsbury).

References

Bali, M. (2024) ‘The AI cultural hallucination bias’, Reflecting Allowed, 29 September. Available at: https://blog.mahabali.me/educational-technology-2/the-ai-cultural-hallucination-bias (Accessed: 15 March 2025).

Beetham, H. (2025) ‘Second breakfast x imperfect offering #2’, imperfect offerings, 8 February. Available at: https://helenbeetham.substack.com/p/second-breakfast-x-imperfect-offering (Accessed: 25 March 2025).

Benjamin, R. (2019) Race after technology: abolitionist tools for the new Jim Code. Cambridge: Wiley.

Cardona-Rivera, R., Alladin, J.K., Litts, B.K. and Tehee, M. (2024) ‘Indigenous futures in generative artificial intelligence: the paradox of participation’, in B. Buyserie and T.N. Thurston (eds.) Teaching and generative AI: pedagogical possibilities and productive tensions. Utah: Utah State University. Available at: https://uen.pressbooks.pub/teachingandgenerativeai/chapter/indigenous-futures-in-generative-artificial-intelligence-the-paradox-of-participation (Accessed: 15 March 2025).

Hardman, P. (2025) The impact of gen AI on human learning: a research summary. Available at: https://drphilippahardman.substack.com/p/the-impact-of-gen-ai-on-human-learning?utm_source=publication-search (Accessed: 26 February 2025).

Hemsworth, K., Evans, J. and Walker, A. (2024) ‘“Understood the assignment”: a UX-led investigation into student experiences of GenAI’, in S. Beckingham, J. Lawrence, S. Powell and P. Hartley (eds.) Using generative AI effectively in higher education: sustainable and ethical practices for learning, teaching and assessment. Abingdon: Routledge, pp.54−56.

Lee, H.-P., Sarkar, A., Tankelevitch, L., Drosos, I., Rintel, S., Banks, R. and Wilson, N. (2025) ‘The impact of generative AI on critical thinking: self-reported reductions in cognitive effort and confidence effects from a survey of knowledge workers’, CHI conference on human factors in computing systems (CHI ’25). Yokohama, Japan 26−1 May. New York: ACM. Available at: https://www.microsoft.com/en-us/research/publication/the-impact-of-generative-ai-on-critical-thinking-self-reported-reductions-in-cognitive-effort-and-confidence-effects-from-a-survey-of-knowledge-workers (Accessed: 17 March 2025).

Marcus, G.F. (2024) Taming Silicon Valley: how we can ensure that AI works for us. Cambridge, MA: MIT Press.

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Published

27-03-2025

How to Cite

Blake, J., Crum, A., & Hartley, P. (2025). Meechan, D. (2024) Generative AI for students: the essential guide to using artificial intelligence for study at university. London: Sage. Journal of Learning Development in Higher Education, (35). https://doi.org/10.47408/jldhe.vi35.1573

Issue

No. 35 (2025): Special Edition, Liberating Learning

Section

Mythbusting the modern academy

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