Abstract
The rapid evolution of Generative AI (Gen AI) and its integration into higher education necessitates a critical evaluation of teaching and learning practices. Many students already use publicly available AI digital assistants (p-AIDA) like ChatGPT for academic purposes. However, there are concerns around the use of such p-AIDA tools, in particular in terms of data privacy, academic integrity, Intellectual Property (IP), and the impact on the quality of education. Therefore, this mixed methods study explored the perspectives from 10 distance learning students on whether the development of an institutional AI Digital Assistant (i-AIDA) might mitigate some of these concerns. By comparing i-AIDA with p-AIDA our research underscores the potential benefits and limitations of in-house Gen AI tools in enhancing learning experiences without compromising academic integrity, IP or privacy.