Published
2025-03-28
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Copyright (c) 2025 Elizabeth Ifeoma Anierobi, Amjad Islam Amjad, Victor U. Agogbua, Sarfraz Aslam, Abdulnaser Fakhrou, Abdulaziz Abdullah Alanazi, Vivian N. Nwogbo, Lydia I. Eleje, Huda Alshamsi, Sadia Khan, Sana Javaid

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How to Cite
Artificial intelligence utilization: A determinant of academic self-efficacy, engagement, and satisfaction of university students
Elizabeth Ifeoma Anierobi
Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, 420007, Nigeria
Amjad Islam Amjad
School Education Department, Government of Punjab, Kasur, 55050, Pakistan
Victor U. Agogbua
Department of Educational Management and Policy, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, 420007, Nigeria
Sarfraz Aslam
Faculty of Education and Humanities, UNITAR International University, Petaling Jaya, 47300, Malaysia
Abdulnaser Fakhrou
Department of Psychological Sciences, College of Education. Qatar University, 2713, Qatar
Abdulaziz Abdullah Alanazi
Riyadh Technical College, Technical and Vocational Training Corporation, Riyadh, 11472, Saudi Arabia
Vivian N. Nwogbo
Department of Educational Management and Policy, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, 420007, Nigeria
Lydia I. Eleje
Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, 420007, Nigeria
Huda Alshamsi
Higher Colleges of Technology, Government of the United Arab Emirates, Aldait South, Ras Al Khaimah, 25026, United Arab Emirates
Sadia Khan
Department of Education, Women University of AJ&K, Bagh, 12500, Pakistan
Sana Javaid
Faculty of Art and Humanities, Superior University, Lahore, 54000, Pakistan
DOI: https://doi.org/10.59429/esp.v10i3.3504
Keywords: artificial intelligence; academic self-efficacy; engagement; satisfaction; university students
Abstract
The study determined the utilisation of artificial intelligence as a determinant of university students' academic self-efficacy, engagement, and satisfaction. The study adopted a descriptive-correlational research design guided by three research questions and hypotheses. A sample size of 631 respondents was drawn through a multi-stage sampling procedure. Four sets of instruments, titled Artificial Intelligence Utilization Questionnaire (AIUQ), Academic Self-Efficacy Questionnaire (ASEQ), Academic Engagement Questionnaire (AEQ), and Academic Satisfaction Questionnaire (ASQ), validated by experts in the field of education, were used for data collection. The study's findings showed that the undergraduates' utilisation of artificial intelligence positively correlates with their academic self-efficacy, engagement, and satisfaction. The study concluded that artificial intelligence usage boosts the students’ self-efficacy, level of academic engagement, and satisfaction with their learning. Based on these findings, it was recommended that students should be encouraged to utilise and leverage artificial intelligence tools for academic purposes appropriately but with caution against plagiarism and total dependence that could be detrimental to their critical thinking skills.
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