Jul 2026· Transdisciplinary Journal of Engineering & Science· Vol 17· 0 citations· 11 references
TL;DR
Findings suggest that universities need to abandon a punitive compliance regime and reform traditional assessment models to better evaluate and support symbiotic human-AI learning.
Abstract
This study investigates the relationship between students’ use of Artificial Intelligence (AI) in higher education, their understanding of the course content and their perceived academic performance. Using the transdisciplinary framework of Basarab Nicolescu and the Informing Science theory, we analysed survey data collected from 200 university students. A Chi-Square Test of Independence ($\chi^2(1, N=200) = 50.51, p < .001, \phi = .50$) shows that students who use AI for cognitive reasons, such as clarifying complex concepts, are almost three times more likely to report a deep understanding of their coursework than students who use it mechanically to generate text fast. Crucially, the data reveal a cognitive paradox: this increased understanding does not result in higher formal grades.
These findings suggest that universities need to abandon a punitive compliance regime and reform traditional assessment models to better evaluate and support symbiotic human-AI learning.
AI acts primarily as an amplifying tool rather than an independent driver of academicbehavior, reflecting pre-existing attitudes toward learning and ethics, suggesting pre-existing attitudes toward learning and ethics are reflected.
Aleksandar Vučković, Ernest Vlačić, A. Davidovic· Notitia· 0 citations
The current study aims to examine how students perceive the effect of generative artificial intelligence (GenAI) on their learning experiences in a risk management course.
Grounded in the artificial intelligence (AI)-supported (learner-as-collaborator) paradigm and constructivist theories, a single case study design was used to examine the personal narratives of 24 business students at a university in Ghana about their experiences using GenAI tools in a risk management course.
The findings revealed that students perceive the use of GenAI in their academic activities based on three dimensions: the functions, features and applicability to specific academic tasks. These three dimensions are also connected to the motivation of students to use GenAI tools, which include their reliability, speed and ability to learn and apply the information they gather.
The findings of the present study are discussed in relation to some weaknesses and future research propositions. First, data from the present study were gathered from students who were enrolled in a business program. What this means is that the experiences of students from other disciplines, such as engineering and information technology, were not included for purposes of comparison in the current study.
Ghana represents a suitable context for this research for a number of reasons. First, although the institutional regulatory frameworks and policies, especially in most universities, are at the embryonic stage, their application among students is conspicuous. In fact, recent studies in Ghana have shown that while students are upbeat about the benefits of GenAI in the educational setting, they would also like to see its uptake in educational institutions. Second, while Ghana is touted as one of the first few countries in Sub-Saharan Africa to have adopted an ICT policy document, little is known about how students perceive the effect of GenAI on their learning experiences. Third, the uneven pace of development in artificial intelligence in Africa underscores the need to thoroughly examine the readiness of tertiary institutions in the implementation and adoption of AI Technologizing the credibility of the findings.
Gertrude Amoakohene, Y. Owusu-Agyeman, K. Adu· Journal of International Edu...· 0 citations
The findings show that AI is increasingly seen as a transformative academic tool, especially for research, language learning, writing support and problem‐solving, and despite widespread AI adoption, the study identifies significant gaps in institutional infrastructure and the absence of systematic training programmes.
M. Doğan, B. Kashkhynbay, Zhaniyat Baltabayeva· European Journal of Educatio...· 0 citations
This study explores the perceptions of college students toward the integration of Artificial Intelligence (AI) in education, with a focus on its general use, role in learning processes and outputs, and associated ethical concerns such as transparency, fairness, privacy, and data security. A total of 293 students from the Nueva Ecija University of Science and Technology – Gabaldon Campus participated in the study, representing various programs including Agriculture, Education, Information Technology, and Hospitality Management. A validated researcher-made questionnaire was used, comprising 25 items distributed across five constructs. Data were analyzed using descriptive statistics, mean and standard deviation, to determine levels of agreement, while Principal Components Analysis (PCA) was employed to examine communalities and ensure construct validity. The findings revealed a general agreement among students regarding the positive role of AI in enhancing learning experiences, increasing assignment efficiency, and developing skills relevant to future careers. However, lower mean scores in areas such as reliance on AI for research and collaboration suggest a need for further support and training. Notably, students expressed high confidence in the ethical management of their data, with strong agreement on institutional safeguards and transparency in data usage. Communality values ranging from 0.459 to 0.889 indicated that most items were well-represented within their respective constructs. The results highlight both the benefits and challenges of AI integration in education. The study recommends that institutions enhance AI-related communication, training, and ethical safeguards to support students in maximizing the potential of AI tools in their academic and professional development.
J. L. Galang, A. T. Capinding, Rosalie A. Pineda· TEM Journal· 0 citations
Describing patterns in the influence of AI-based learning on the learning motivation of students enrolled in Computer Technology programs at universities in West Java, Indonesia indicated that AI-based learning supported motivation through efficiency, accessibility, and perceived competence, but unguided dependence could weaken independent reasoning.
Dodi Syaripudin· Qriset Indonesia Journal of...· 0 citations
Artificial intelligence (AI) has become increasingly prominent in higher education, offering new possibilities for improving teaching practices and student learning experiences. Despite its growing adoption, limited evidence exists regarding how students perceive the benefits, challenges, and ethical implications associated with AI-supported educational tools, particularly in Sri Lanka. This study explored the perceptions of technical education students toward the use of AI applications in higher education. A mixed-methods approach was adopted, involving 200 students from the University of Moratuwa, German Tech, and NAITA. Data were collected through a structured questionnaire consisting of seven Likert-scale items and semi structured interviews with four open-ended questions. Quantitative data were analyzed using descriptive statistics and Chi-square tests, whereas qualitative responses were examined through thematic analysis. The results indicated that students generally viewed AI applications favorably and acknowledged their usefulness in activities such as research, information retrieval, problem-solving, and individualized learning support. Among the various AI tools, ChatGPT was identified as the most widely used application. Participants also demonstrated positive expectations regarding the future integration of AI into educational settings. Nevertheless, concerns relating to data privacy, algorithmic fairness, academic integrity, excessive dependence on AI-generated outputs, and system transparency were frequently reported. Interview findings further revealed students‟ interest in AI systems capable of providing personalized guidance, improved accessibility, enhanced support for ethical academic practices, and clearer policies governing data usage. Overall, the findings suggest that AI technologies have considerable potential to enrich higher education; however, their successful implementation requires careful attention to ethical, technological, and pedagogical considerations to ensure that educational benefits are achieved while minimizing associated risks.
H. U. C. P. Hewawasam, D. Saparamadu· Sabaragamuwa University Jour...· 0 citations
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