Accessible, but Not Adopted: Increasing LLM Adoption among First-generation, Low-income (FGLI) College Students beyond Expanding Access

Abstract:Large language models (LLMs) are increasingly positioned as a force to empower underserved communities, and significant efforts are being made to expand access. Yet, access alone does not equate to meaningful adoption. First, even if a system is accessible, it won't be adopted if users are not willing to adopt it. Second, even if an LLM system is superficially adopted, the heterogeneity of LLM tools means that LLM adoption can be further deepened. Closing this access-adoption gap is critical to ensuring that the full social potential of LLM is not only accessible but fully realised. Drawing on 61 interviews (15 long-form semi-structured interviews with first-generation, low-income college (FGLI) students, 3 non-FGLI students, 3 FGLI program directors, and 40 intercept interviews), this paper examines the access-adoption gap in first-generation, low-income student communities. This paper a) finds that while FGLI students have adopted LLM systems, their depth of LLM tool usage is limited to chatbots (e.g., ChatGPT or Claude) for narrow use cases, and b) identifies barriers limiting their willingness to learn and use (low perceived value, under-estimated self-efficacy, unclear starting point, low peer exposure, and resource constraints). Then, from these findings, the paper derives the four design principles to design a system or an intervention aimed at closing the access-adoption gap in LLM adoption by FGLI students. In doing so, the paper contributes to the field by a) examining the LLM access-adoption gap in the FGLI student community, and b) reframing LLM adoption as a depth gradient across four modes of LLM tool use: basic chatbot interfaces, tool-augmented prebuilt interfaces, agentic development interfaces, and programmatic integration.

Human-Computer Interaction (cs.HC); Artificial Intelligence (cs.AI); Computers and Society (cs.CY)

arXiv:2609.36129 [cs.HC]

(or arXiv:2609.36129v1 [cs.HC] for this version)

https://doi.org/10.48550/arXiv.2609.36129 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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