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 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, which include their reliability, speed and ability to learn and apply the information they gather.
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
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 f...
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 cou...
Dodi Syaripudin· Qriset Indonesia Journal of...· 0 citations
It is suggested 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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