From Curiosity to Integration: A Repeated Cross-Sectional Study of Student Perceptions and Usage of Artificial Intelligence in Higher Education (2024–2026)

Artificial intelligence (AI) has rapidly progressed from a curiosity-driven and experimental technology into an increasingly integrated component of student academic, professional, and personal workflows. While early discussions surrounding generative AI focused primarily on novelty, awareness, and concerns regarding academic disruption, more recent conversations have shifted toward routine adoption, workflow integration, institutional governance, verification behavior, and dependency concerns. This study provides a longitudinal replication and extension of a 2024 survey examining student perceptions of artificial intelligence in the United States in order to better understand how student attitudes and usage behaviors have evolved during a period of rapid AI normalization. The 2026 study re-administered the original survey instrument while incorporating additional questions related to AI usage frequency, digital dependency, comparison of AI-generated information with alternative sources, and institutional AI policies. Comparative statistical analysis identified several significant differences between the 2024 and 2026 samples, including increased concern regarding dehumanization and more moderated perceptions regarding AI efficiency and problem-solving capabilities. Additional exploratory analyses suggest that generative AI technologies have become increasingly integrated into routine student workflows, while institutional policy clarity, verification behavior, and confidence in responsible use remain emerging challenges. The findings contribute to the growing literature examining the progression of student interaction with AI from initial curiosity and experimentation toward normalized adoption, operational integration, and AI literacy within higher education.