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Inspired by generative AI, Ignoring Open Knowledge?
Findings from a Longitudinal Study on Digital Equipment and Activities of
Study Beginners at TU Graz (2011–2024)
Walther Nagler
Graz University of Technology
Austria
walther.nagler@tugraz.at
Bettina Mair
Graz University of Technology
Austria
Martin Ebner
Graz University of Technology
Austria
Sandra Schön
Graz University of Technology
Austria
Abstract: Over the past 13 years, nearly 13,000 students participated in annual surveys during the
“Welcome Days” for first-year students at Graz University of Technology (TU Graz) in Austria. This
paper presents an analysis of data from 2011 to 2024, offering insights into the evolving digital
landscape of incoming students. It explores trends in IT equipment, social media use, communication
tools, digital leisure, and engagement with online resources. A key finding is the rising adoption of AI
tools, with ChatGPT usage nearly doubling compared to the previous year. At the same time, the use
of Wikipedia and open-source software has declined, suggesting shifts in information-seeking and
digital work habits. Smartphones and digital communication tools remain essential, though
preferences are changing—for example, Discord is gaining popularity while SMS continues to
decline. Streaming services are still dominant for digital leisure, yet platforms such as Netflix and
Prime are no longer surveyed separately, reflecting broader changes in media use. This longitudinal
study provides valuable insights into how students’ digital habits evolve, informing digital learning
strategies, educational technologies, and student support services. By understanding these trends,
universities can better tailor e-learning environments and digital literacy initiatives to support new
student cohorts effectively.
Keywords: IT equipment, social media, usage, communication tools, students, Austria
1. Introduction
Over the past two decades, the rise of e-learning platforms has significantly transformed educational methodologies,
emphasizing the need for a nuanced understanding of incoming university students' technological proficiency,
communication habits, and foundational knowledge. To support evidence-based instructional design, Graz
University of Technology (TU Graz) has systematically conducted annual surveys for 18 years, gathering data from
first-year students during a centralized introductory event. By maintaining a consistent core set of questions for the
past 13 years, this longitudinal study has provided valuable insights into shifting student profiles and learning
behaviors.
A particularly notable trend in the last two years has been the increasing use of artificial intelligence
(Nagler et al., 2022; Nagler et al., 2023; Nagler et al., 2024). This paper presents findings from the latest survey
conducted in the fall of 2024. These insights serve as a foundation for developing future strategies for e-learning
support and the Educational Technology team, particularly in integrating the results in services for students and
teachers.
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Te x t
Finally published in:
Nagler, W., Mair, B., Ebner, M. & Schön,
S. (2025). Inspired by generative AI,
Ignoring Open Knowledge? Findings from
a Longitudinal Study on Digital
Equipment and Activities of Study
Beginners at TU Graz (2011–2024). In T.
Bastiaens (Ed.), Proceedings of EdMedia
+ Innovate Learning (pp. 1161-1169).
Barcelona, Spain: Association for the
Advancement of Computing in Education
(AACE). Retrieved May 26, 2025 from
https://www.learntechlib.org/primary/p/
226272/.
2. Research questions, methodology and procedure
This contribution is guided by the following key research questions:
How has the digital equipment of first-year students at TU Graz evolved over the past 13 years
(2011–2024)?
How are digital communication, social media, online and digital office tools, and digital leisure
activities shifting among first-year students at TU Graz?
For the past 18 years, annual surveys have been conducted among first-year students at TU Graz, with key
findings documented in multiple publications (Nagler & Ebner, 2009; Ebner & Nagler, 2010; through to Nagler et
al., 2024; see references). Since 2011, the core questions regarding digital equipment and application usage have
remained consistent, with only minor adjustments in the naming of specific tools.
We have consolidated data from all surveys conducted since 2011, resulting in a dataset comprising 12,891
records. Given the scope and continuity of this study, we assume that no comparable longitudinal study exists in the
higher education sector worldwide. Naturally, the questionnaire has been adapted over time to reflect technological
advancements and emerging trends.
In addition to questions about digital equipment and communication tools, the survey has also included
items related to digital leisure activities for several years. We will present these findings and updates for 2024,
following their first public presentation in Nagler et al. (2022). Additionally, we will present data on usage of online
resources and digital office tools from the last three years for the first time.
3. Results of the survey of first-year students at TU Graz from 2011 to 2024
3.1 Participants of the 2024 survey
As in previous years, the survey targeting first-year students was conducted during the “Welcome Days” at
TU Graz. This event, held annually at the end of September over two days, serves as an official introduction for all
new bachelor's students, offering orientation sessions and essential information to support their transition into
university life. Since its inception, the survey has been a core component of the event, traditionally conducted in a
pen-and-paper format to ensure a high response rate. While the “Welcome Days” were predominantly held as in-
person events in earlier years, adjustments were made between 2020 and 2022 due to various circumstances (related
to the pandemic), leading to a hybrid format with students distributed across multiple large lecture halls and some
sessions conducted online. In 2023 and 2024, this approach evolved further, with the first day taking place online
and the second day organized in lecture halls. This blended format continues to provide flexibility while maintaining
opportunities for direct engagement.
According to TU Graz statistics for 2024, a total of 1,644 students began their studies at TU Graz in the
winter semester of 2024/2025 (TU Graz, 2025). While not all incoming students attended the “Welcome Days”, a
significant number – 1,110 students – participated in the survey that year. This continues the trend of high response
rates, comparable to the previous year's participation (1,102; Nagler et al., 2024). The distribution of gender and age
remains consistent with previous years and is presented in Table 1.
Table 1: Gender and age of survey participants in 2024
Key characteristics of the study beginners 2024
Number of analyzable questionnaires (N) 1,110
Gender (in percent) female 37,7%
male 61,6%
diverse 0,2%
(not answered) 0,5%
Age mean 20,187
standard deviation 2,667
min 17
median 20
max 53
3.2 Equipment: Well-Connected and Device-Rich
The latest data from 2024 on the technological equipment of first-year students at TU Graz reveals several
notable trends, as illustrated in Figure 1. Smartphone ownership remains nearly universal, with almost all students
reporting possession of a device. While the upward trend in iPhone usage has continued, its growth rate has slowed
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compared to previous years. The presence of alternative smartphone brands among first-year students has essentially
disappeared. However, the resurgence of classic feature phones, observed in recent years, has persisted in 2024.
Regarding computing devices, the increase in desktop PC ownership seen between 2020 and 2023 has not
continued into 2024. As in the previous year, more students reported owning a desktop PC than a laptop. Within this
category, Windows remains the predominant operating system. Additionally, the use of tablets has once again risen,
with just under half of first-year students owning one in autumn 2024. Portable music players have become largely
obsolete.
In summary, the 2024 data highlight a student cohort that remains highly equipped with digital devices,
reflecting ongoing shifts in technology preferences and usage patterns. Only 13 of the 1,110 students stated that they
had neither a laptop nor a desktop PC or a tablet and 68.1% own at least one desktop PC and one laptop. If tablets
are also included, around 20% stated that they own 3 or more computers.
Figure 1: Equipment of first-year students at TU Graz between 2011 to 2024. Source: Annual survey of study
beginners at TU Graz (n2011=632, n2012=715, n2013=789, n2014=968, n2015=889, n2016=944, n2017=872,
and n2018=898, n2019=824, n2020=955, n2021=1,207, n2022=1,089, n2023=1,102, n2024=1,110).
3.3 Wearables and other digital equipment: No changes
The 2024 Welcome Days survey among first-year students at TU Graz reveals several notable trends in
technology adoption, particularly concerning wearables and other digital devices, as shown in Figure 2. The use of
PPP (Portable Power Packs) remains relatively high, though it has once again declined slightly compared to 2023
and 2022. Smart TVs have continued their decline in popularity, having peaked around 2019. In 2024, only about a
quarter of the surveyed students reported owning a Smart TV. It is likely that students rely on their PCs, laptops, and
tablets primarily for streaming and connectivity purposes. E-readers, which had seen an increase in recent years,
experienced a slight decline in 2024. The percentage of students owning a smartwatch has remained stable at
approximately 15%, while other wearable devices remain less common. This suggests that while there is interest in
wearable technology, smartwatches remain the preferred choice. Overall, the data indicates a diversification in the
types of wearable technology that students engage with.
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Figure 2: Wearables and other digital equipment of first-year students at TU Graz between 2014 to 2024.
Note: older data were excluded because only a small subset was surveyed. Source: Annual survey of first-year
students at TU Graz (n2014=968, n2015=889, n2016=944, n2017=872, and n2018=898, n2019=824, n2020=955,
n2021=1,207, n2022=1,089, n2023=1,102, n2024=1,110).
3.4 Social Media tools: Instagram Dominates
When examining the social media trends of 2024, as illustrated in Figure 3, several developments can be
observed among first-year students at TU Graz. Instagram remains the most widely used social media platform
among those surveyed and has continued to grow slightly in 2024, with 77% of students using it. Facebook, which
had experienced a sharp decline in recent years, has seen a slight increase in 2024 but remains largely irrelevant. In
2024, several additional social media platforms were included in the survey, including BeReal (9.5%), LinkedIn
(5.2%), Threads (3.7%), and Xing (0.7%).
Overall, the data highlights that image-focused social media applications – particularly Instagram –
continue to play a significant role in the social media usage of first-year students at TU Graz.
Figure 3: Social Media tools used by first-year students at TU Graz between 2014 to 2024. Values refer to
frequent and daily use. Source: Annual survey of study beginners at TU Graz (n2011=632, n2012=715,
n2013=789, n2014=968, n2015=889, n2016=944, n2017=872, and n2018=898, n2019=824, n2020=955,
n2021=1,207, n2022=1,089, n2023=1,102, n2024=1,110).
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3.5 Digital leisure
The digital leisure habits of first-year students at TU Graz are illustrated in Figure 4. Overall, there has
been little change over the years, with only slight shifts observed in 2024.It is important to note that from 2017 to
2023, Netflix and Prime were surveyed separately (see Nagler et al., 2023); however, they are no longer displayed
individually. Streaming platforms are now surveyed in one category. In general, streaming services – similar to the
previous years' usage of Netflix and Prime – remain the most significant digital leisure activity. Gaming activities
have slightly declined compared to 2023, with around one-third of first-year students playing online or digital games
regularly or daily. VR gaming, however, continues to be used by only a very small fraction of students.
Figure 4: Digital leisure of the first-year students at TU Graz between 2014 to 2024. The questionnaire was
changed concerning streaming services in 2024. Values refer to frequent and daily use. Source: Annual
survey of study beginners at TU Graz (n2014=968, n2015=889, n2016=944, n2017=872, and n2018=898,
n2019=824, n2020=955, n2021=1,207, n2022=1,089, n2023=1,102, n2024=1,110).
3.6 Communication applications: WhatsApp and Email are still predominant
The 2024 study on communication tool usage among first-year students at TU Graz highlights that email
remains a fundamental pillar of digital communication, with 76% of surveyed students using it (see Fig. 5). Its
continued prevalence underscores its perceived reliability and formality across different contexts. WhatsApp
remains the dominant instant messaging tool, with no significant shifts in its usage. Meanwhile, SMS usage has
declined again, contradicting the stabilization observed in the previous year. Because classic push-button cell phones
are on the rise, this decline is interesting, but not necessarily contradictory, as it does not necessarily mean that
people use these phones to write text messages. Of the 232 people who stated that they own a traditional cell phone,
only 4 do not have a smartphone. Also, many people now frequently use messenger services via their PC. Snapchat
and Discord, with a 51% and 40% adoption rate, hold a significant share among students. However, the usage of
other communication tools – including Skype, Teams, Zoom, and Webex – appears to be more fragmented and
varied. Overall, the 2024 communication tool landscape at TU Graz continues to be characterized by the clear
dominance of WhatsApp and email.
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Figure 5: Communication tools used by first-year students at TU Graz between 2011 to 2024. Note: older data
were excluded because only a small subset was surveyed. Values refer to frequent and daily use. Source:
Annual survey of study beginners at TU Graz (n2011=632, n2012=715, n2013=789, n2014=968, n2015=889,
n2016=944, n2017=872, and n2018=898, n2019=824, n2020=955, n2021=1,207, n2022=1,089, n2023=1,102,
n2024=1,110).
3.7 The Rise of ChatGPT and the Decline of Open Knowledge Tools
Since 2021, first-year students have been surveyed about their use of various online sources and office
programs to gain insights into their prior experience and usage patterns. This year, we present these results for the
first time (see Fig. 6). The 2024 data reveal several notable changes compared to the previously stable trends. The
regular or daily use of ChatGPT has nearly doubled, rising from 18% to 34%. In contrast, the usage of Wikipedia,
the globally significant encyclopedia, has declined significantly – while 59% of students previously reported regular
or daily use, this figure has now dropped to 48%. A similar trend is observed for online resources with open licenses
and open-source software. In particular, the percentage of students who use open-source software daily or regularly
has nearly halved, dropping from 33% to 16%.
Figure 6: Office Programs, Open Source, OER, KI use first-year students at TU Graz 2024. Values refer to
frequent and daily use. Source: Annual survey of study beginners at TU Graz (n2021=1,207, n2022=1,089,
n2023=1,102, n2024=1,110).
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4. Discussion: AI as the new ‘go-to’ knowledge source
The findings of the 2024 survey among first-year students at TU Graz reveal several notable shifts in digital
habits and tool usage. The most striking trend is the rapid increase in the adoption of artificial intelligence tools,
particularly ChatGPT, whose regular or daily usage nearly doubled from 18% to 34% within a year. This shift
suggests a growing reliance on AI-driven assistance for information retrieval, academic work, and digital
productivity. Simultaneously, the data indicate a decline in the use of Wikipedia and open-source software. While
Wikipedia usage had remained relatively stable over the years, the proportion of students using it regularly or daily
dropped from 59% to 48%. Similarly, the daily or regular use of open-source software nearly halved, falling from
33% to 16%. This decline raises important questions about how students access and engage with information and
software tools.
These findings point to a fundamental transformation in how students interact with digital knowledge and
tools: AI could be derived as the new ‘go-to’ knowledge source. The sharp increase in ChatGPT usage suggests that
students are moving away from traditional knowledge repositories like Wikipedia in favor of AI-driven tools that
provide customized, conversational, and context-aware responses. Unlike Wikipedia, which requires critical reading
and synthesis, AI-based tools deliver direct answers, often reducing the effort needed to compile and interpret
information. This shift may impact students' ability to assess source credibility and develop deeper research skills.
Then, students seem to now rely more on proprietary, cloud-based services (e.g., Microsoft Office 365)
rather than open-source alternatives. This could be due to factors such as pre-installed and used software in
educational institutions. Although open-source platforms such as Moodle play an important role, especially
Microsoft Office is widely used in the last years (Schrenk, 2022, 72f)).
Thirdly, the shift from curated to generated content is a very important result. The declining engagement
with Wikipedia and open educational resources (OER) suggests that students increasingly prefer AI-generated
content over collaboratively curated knowledge. While AI tools offer instantaneous responses and interactive
learning experiences, they also introduce risks related to bias, misinformation, and the lack of transparent sourcing.
This raises concerns about how universities should address digital literacy and critical thinking skills in an AI-driven
era.
5. Outlook and Lessons Learned for E-Learning Support at TU Graz
The increased use of AI tools is not only evident among first-year students but is also likely a significant trend
among students who have been studying at TU Graz for a longer period. This development aligns with findings from
the survey of over 6,300 students at TU Darmstadt (von Garrel, Mayer, & Mühlfeld, 2023), which also highlights a
widespread adoption of AI-based tools in academic settings.
At the same time, the data reveal a decline in prior knowledge and engagement with openly licensed
materials. This trend underscores the need for more intensive efforts to promote OER awareness and usage at TU
Graz. Since 2020, the university has had an OER policy in place, and given these findings, the institution should
further strengthen its commitment to OER initiatives. As Ebner & Schön (2025) argue, the reduced engagement with
open-source solutions could have long-term consequences for students’ digital sovereignty and technical literacy—
and, consequently, for the university itself.
Additionally, the findings present a compelling argument for increasing the use of OER in teaching and
learning. OER are often associated with sustainability, an aspect that aligns well with TU Graz’s goal of becoming
climate-neutral by 2030. This connection is particularly relevant in light of AI’s high resource consumption,
especially when suitable OER materials are already available and could be used instead of generating new AI-based
content.
While students are increasingly using AI-based tools, TU Graz itself is systematically integrating AI into its
educational and research practices. However, a key principle in this approach is the use of Open Educational
Resources (OER). This is because only for OER the legal framework is clear, ensuring that AI-generated materials
can be utilized, adapted, and shared without legal uncertainty. By relying on OER as a foundation for AI-supported
education, TU Graz ensures compliance with copyright laws while fostering an open and innovative learning
environment.
The rapid adoption of AI tools, the decline in engagement with open-source resources, and the ongoing
digital transformation present both challenges and opportunities for e-learning strategies at TU Graz. By
systematically leveraging AI within a legally sound OER framework, TU Graz not only ensures compliance with
copyright regulations but also fosters sustainable, open, and future-proof digital education. Strengthening digital
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literacy, OER advocacy, and sustainability-oriented learning practices will be key to ensuring that students develop
critical and responsible AI usage skills while maintaining ethical and resource-conscious digital habits.
In any case, we will take a closer look at the Welcome Days data to further analyze the shifts in AI usage
and engagement with Open Knowledge.
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