Getting started with AI

Generative AI is a type of artificial intelligence that can create new content — such as text, images, or code — in response to prompts. A “prompt” simply means the question, instruction, or request you type into the tool. It works by identifying patterns in huge amounts of training data.

You may also hear terms like large language model (LLM), chatbot, or model (e.g. GPT-4, Claude).

Before you start using any AI tool, it’s important to understand some key points about how these systems work and their limits.

1. GenAI doesn’t “think” or “understand” — it predicts patterns in text or images.
2. AI can sound confident even when it’s wrong — outputs may look convincing but can be inaccurate, biased, or unreliable.
3. GenAI tools aren’t all the same — some create text, others images, audio, or video. They also differ in scope: some are general-purpose (e.g. ChatGPT, Claude, Copilot), while others are specialised (e.g. QuillBot for writing, Adobe Express for images).
4. Privacy — what you paste in may be stored or reused by the tool. Keep extracts short and avoid personal data (see AI and Data Privacy).
5. Academic integrity — your assessment brief always takes priority, and misuse of AI can count as misconduct (see Rules and Responsibilities).
6. Ethics and impact — AI can reproduce bias and uses significant computing power. Use it thoughtfully, and only when it genuinely adds value (see AI Risks and Limitations

You have access to secure, university-provided AI tools as well as public platforms. Start with the centrally supported options, and know when it’s appropriate to use each.

Centrally supported tools

• Microsoft Copilot Chat – Abertay’s supported AI chatbot, securely hosted within the university’s Microsoft system.
• Adobe Express (with Firefly) – Creative AI for generating and editing images and designs.

Licensed academic platforms with AI features

• Some subscribed resources now include GenAI functions (e.g. Statista Research AI). These can help summarise or explain content, but you should always verify the results against the original source.

Other commonly used public tools

• QuillBot, Grammarly – Writing assistants focused on paraphrasing, grammar, and clarity.
• ChatGPT, Claude, Gemini – Public chatbots that generate conversational responses.
• DALL-E and other image generators – Tools that create pictures from text prompts.
• Coding assistants (e.g. GitHub Copilot) – Tools that can suggest or debug code.

Tip: Prioritise secure, university-provided tools (like Microsoft Copilot and Adobe Express), along with library academic databases that now include AI features (such as Statista). Be careful what you paste into public tools — see our guidance on Student Data Privacy with AI for safe practice

Think of AI as a study partner: the way you ask questions shapes the answers you get. Use these simple steps to interact with AI tools effectively.

1. Start with a clear purpose
   Know what you want the tool to help with (e.g. “Explain this theory for a first-year student” or “Summarise this article in three key points”).
2. Be specific in your prompts
   Include the subject, context, or level of detail you need. Clear instructions lead to more useful results.
3. Build your questions in stages
   Break tasks into smaller steps (e.g. summarise an article → identify three themes → suggest follow-up questions).
4. Ask follow-ups
   Don’t stop at the first answer — refine or clarify until the output is genuinely useful for you.
5. Check against your course materials
   Always compare AI results with your lecture notes, readings, or trusted academic sources.

For more guidance on shaping your questions and getting the best results, see our page on Crafting effective prompts.

Use this quick start checklist to make sure you’re using AI tools safely and appropriately:

1. Follow the rules — always check your assessment brief and the Rules and Responsibilities page.

2. Choose safe tools first — start with Abertay-supported options like Microsoft Copilot Chat or Adobe Express.

3. Pick appropriate tasks — begin with low-risk uses (e.g. summarising notes, brainstorming ideas). Only use AI in assessments if your brief explicitly allows it.

4. Protect your data — never paste in full assignments or personal information (see AI and Data Privacy).

5. Check outputs critically — always verify accuracy, fairness, and inclusivity. See Evaluating AI-Generated Content for practical methods.

6. Be transparent — acknowledge AI use where it shaped your work, and follow the Acknowledging AI Use and Referencing AI guides.

7. Keep your own ideas central — AI should support your learning, not replace it.

8. Think ethically — consider bias, sustainability, and whether AI genuinely adds value for this task (see AI Risks and Limitations).

Remember: This page is just the starting point. As you practise, you’ll build confidence in using AI effectively and critically.