This study investigates the association of socioeconomic status (SES) and digital and AI literacy with types of Chat GPT use by college students, with subsequent implications for academic self-efficacy and creativity, conditioned by trust. Analyses of a survey of U.S. college students (N = 947) show that SES has a greater association with AI literacy than with general digital literacy. Two dimensions of Chat GPT activities emerge: academic support and displacement. Structural equation modeling reveals that AI literacy is positively associated with both activity dimensions, while digital literacy is unexpectedly a negative contributor. Further, academic support is strongly linked to positive outcomes whereas academic displacement is negatively associated. Attitudinal trust in Chat GPT moderates the overall relationships. Our findings suggest that conventional digital inequality persists and evolves with generative AI, traditional digital literacy becomes insufficient in the age of AI, and trust in this new and opaque digital technology influences these relationships.

中文翻译：

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数字鸿沟视角下的大学生识字、ChatGPT 活动、教育成果和信任


本研究调查了社会经济地位 （SES） 以及数字和 AI 素养与大学生使用 Chat GPT 类型的关联，以及随后对学术自我效能感和创造力的影响，以信任为条件。对美国大学生调查 （N = 947） 的分析表明，SES 与 AI 素养的关联大于与一般数字素养的关联。Chat GPT 活动出现了两个维度：学术支持和流离失所。结构方程模型显示，AI 素养与这两个活动维度呈正相关，而数字素养则出乎意料地成为负向贡献者。此外，学术支持与积极结果密切相关，而学术流离失所则呈负相关。对 Chat GPT 的态度信任会调节整体关系。我们的研究结果表明，传统的数字不平等会随着生成式 AI 的持续存在和发展，传统的数字素养在 AI 时代变得不足，而对这种新的、不透明的数字技术的信任会影响这些关系。