Walk into any university library, and on the screens of many students’ computers, a bright white website can be seen. The words “what can I help with?” appear before the student. One might ask it to summarise a literature review that they need to talk about in an upcoming tutorial, another might ask it to double-check their calculations before their maths lecture. The more audacious student might even ask it to generate their essay for them.

Since its launch in 2022, ChatGPT, an advanced generative artificial intelligence (GenAI) chatbot that can engage in human-like conversations and generate content, has reshaped conversations surrounding academic integrity, plagiarism and what it means to be a student at university in the first place. Universities across the country have released statements and guidelines on the use of GenAI, but the reality of how most students engage with these tools is complicated. While some students embrace them as a sidekick to their studies, others stay far away.

These days, students can essentially “shop around” to find the best GenAI chatbot for their academic needs. Since ChatGPT’s launch, other GenAI chatbots have popped up, such as Gemini and DeepSeek, each carrying their own strengths and limitations.

Academics have expressed varying opinions on the appropriate use of GenAI chatbots, or whether they should be used at university at all. In a recent article published in The Irish Times, Trinity lecturers Clare Kelly, Katja Bruisch and Caitríona Leahy argued they felt a “responsibility” to resist AI. Others, such as Alan Smeaton, a professor of computing at DCU, have said a more nuanced approach should be taken, describing AI as a tool students need to learn to use, rather than having it banned completely.

But how do students feel? Those entering their fourth year of their academic studies this month have had access to GenAI cha