Abstract
In this paper, we discuss how students adopt and leverage generative artificial intelligence (GenAI) tools, and how the detail and power of GenAI use vary depending on the level of detail in which prompting patterns are taught. To do it, we analyze the experience analyzing a collection of student-generated prompts for GenAI. The observed group used GenAI after receiving basic instruction on the concepts and being assigned a specific task to complete using GenAI. We identified practices in the formulation of prompts, focusing on characteristics or strategies (like prompt patterns, role specification, and iterative refinement). Our study identifies and quantifies these patterns to understand how students approach problem-solving and information retrieval using GenAI under basic guidance. By analyzing these prompts produced by students, we aim to contribute valuable empirical evidence to the growing understanding of how students are using GenAI and its implications for Education.