Impacts of AI-Based Writing Tools in Academic Productivity for MBA Students at the American International University—Bangladesh

Abstract

The rapid use of artificial intelligence (AI)-driven writing tools has transformed academic practices in higher education country-wise. However empirical evaluations of specific tools in emerging economies are limited. This study advances to investigate the impact of AI-based chatbots, such as ChatGPT and Claude, on the academic productivity of MBA students at the American International University—Bangladesh (AIUB). This study is grounded in the Technology Acceptance Model (TAM). A quantitative cross-sectional survey was conducted including 93 MBA students at the AIUB. Pearson correlation, simple linear regression, and independent-samples t-tests were utilized to examine the relationships between the intensity of AI usage, academic output, dependence on, and understanding of the ethical ramifications of AI. The findings indicate a robust positive correlation between ChatGPT usage intensity and perceived academic productivity (r (91) = 0.42, p < 0.05), with usage intensity accounting for 23.2% of the variance in productivity (β = 0.35, R² = 0.23). Overall, ChatGPT had broader adoption and was perceived as more user-friendly, but users of Claude AI noted enhanced time efficiency, superior writing quality, and less reliance. No statistically significant differences were seen among the key user groups, primarily due to the imbalance among the subgroups. Research indicates that AI technologies augment academic productivity; yet excessive use and ambiguous institutional AI regulations may impede critical engagement. This study enhances the TAM literature by including AI reliance and ethical awareness into postgraduate business education within a non-Western context. The research possesses practical ramifications for the administration of AI and the advancement of literacy in higher education.