It aims to provide thorough insights into how undergraduates utilize, interpret and think about artificial intelligence (AI) tools in academic settings.
This mixed-methods study investigates undergraduate students' perceptions of AI tools in the classroom, focusing on both the perceived benefits and the concerns that arise from their use. Quantitative data were collected through an online survey administered to 107 undergraduate students, capturing participant demographics, AI tool familiarity and attitudes toward AI use in academic contexts. Exploratory factor analysis identified four key dimensions: perceived benefits of AI, attitudes toward AI integration in education, perceived challenges and concerns, and perceived impact on educational outcomes. These quantitative findings were complemented by semi-structured interviews with a subsample of participants, which provided rich qualitative insights into how students experience AI in practice.
The integrated findings highlight that while students are eager to leverage AI tools for academic advantage, they remain cautious about the broader implications. The study's findings offer actionable insights for educators and policymakers, emphasizing the importance of providing structured guidance, ethical frameworks and institutional support to ensure the responsible and effective integration of AI tools into higher education.
By investigating the perceived advantages, difficulties and educational effects of AI tools from the viewpoint of students, this study seeks to close that gap.
