A Statistical Analysis of Students' Attitudes Toward AI-Assisted Learning

Abstract

The fast adoption of the artificial intelligence (AI) in the educational settings has altered the teaching learning processes, which requires an empirical comprehension of the perceptions of the students on the use of AI in learning. The proposed study will test the perceptions, acceptance, and concerns of students statistically about the use of AI-based tools in higher education. Quantitative research design was applied and structured questionnaire was applied to undergraduate and post graduate students in different academic fields. The scale covered such dimensions of key as perceived usefulness, ease of use, learning effectiveness, ethical concern, and trust in AI systems. Descriptive statistics were used to present the demographic features and general patterns of attitude whereas inferential statistical methods such as t-tests, ANOVA as well as correlation analysis were employed to find out significant differences and correlations between variables.

The results show that most of the students show a moderately positive attitude toward AI-assisted learning, specifically appreciating the capacity to deliver personalized feedback, increase the effectiveness of the learning process, and assist students in studying at their own pace. Nevertheless, it was found that there were some significant issues with the data privacy, academic honesty, and over-reliance on automated processes. The statistical analysis shows that the attitude between the AI-assisted learning differs considerably depending on the academic field, the previous experience with AI tools, and digital literacy. Those students who had experience with AI-based educational applications were more likely to express increased acceptance and confidence than students with little exposure.

The research is relevant to the existing body of literature on educational technology in that it provides data-driven information regarding the attitude of students towards AI in learning. The results highlight the significance of creating ethical standards, clear Artificial Intelligence, and specific digital literacy programs to guarantee successful and responsible use of AI in the educational process. The insights can educators, institutions, and policymakers in coming up with learner-centered AI-enabled educational approaches.