Faculty Mentor(s)

Dr. Erika Frost, Nursing; Dr. Stephanie Johnson, Nursing

Document Type

Poster

Event Date

4-17-2026

Abstract

Emerging research shows that college students increasingly use artificial intelligence (AI) tools in academic and personal contexts; however, little is known about how factors such as computer literacy and digital comfort influence their communication with AI. This pilot study seeks to establish a protocol to investigate the influence that undergraduate students’ digital comfort and computer literacy has on the style, tone, and effectiveness of interactions with AI during socially-oriented tasks. Grounded in Margaret Newman’s Theory of Health as Expanding Consciousness, this work views students’ digital comfort and literacy as evolving factors that expand their awareness and enable more effective interactions with AI. Conducted in a controlled academic setting at a Midwestern liberal arts college, this pilot study included 7 undergraduate students with ages ranging from 18–25. Data collection consisted of a survey on computer use and digital comfort, engagement in AI-based tasks using focused prompts, and a post-task reflection evaluating cognitive and emotional responses. The AI-based task implemented for this pilot study was an interaction with a “debate bot” created in Google Gemini by student researchers. Participants were offered a choice between two different debate bots. Quantitative data, including measures from the Computer-Mediated Communication (CMC) Questionnaire, were analyzed with descriptive statistics in Excel. Most participants rated themselves average to above average in digital skills, with only one self-identified expert in email, suggesting moderate digital literacy. Participants reported highest proficiency with AI and real-time chat. Frequency of AI use by participants was stated to be weekly or daily. Qualitative review of AI interactions showed that participants tended to treat the chatbot like a texting partner using “you” to address the debate bot and using short responses, suggesting familiarity with digital communication conventions and how digital comfort may shape interaction style. Further qualitative analysis was completed as data from reflections and transcripts from debate bot interactions were thematically coded to identify trends in tone, style, and interaction strategies. Preliminary insights suggest students’ technological readiness may influence engagement with AI tools during socially and emotionally focused tasks. Limitations include a small, homogeneous sample and reliance on self-reported digital comfort. Participants reported comfort with the format of the pilot study. Alterations to the data collection format is recommended to improve efficiency of collecting text from debate bot interaction before expanding the scope of this research.

Comments

This project was completed as part of coursework for NURS 418: Nursing Research Practicum.

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