Impact of Perceived Educational Value and Usability of AI Tools on Undergraduate Students’ Learning Autonomy

Abstract

The rapid adoption of the Artificial Intelligence (AI) technology in the sphere of higher education promises to stimulate better learning progress, as well as promote the development of autonoetic learning. However, the extent of student perception towards AI tools impacting their self-directed learning trends is not researched to an adequate extent. To investigate these relationships, it is a quantitative research design that used a correlational approach. A total of 370 undergraduate students of a number of universities were used as a sample, and stratified random sampling was applied. The data collection was conducted on the basis of a modified questionnaire resolving the vision of AI tools regarding their educational and usability worth, and learning autonomy of students. The instrument was tested and showed a sufficient degree of reliability. Regression analyses also revealed that the perceived educational value and usability of the AI tools were positively related to the student learning autonomy and thus implied that the students perceiving AI tools as relevant and easy to use are more likely to engage in self-directed learning. Based on the results of the conducted research, it is suggested that teachers and curriculum developers should integrate AI technologies that are pedagogically applicable and easily available, and learning institutions should provide resources and information on how learners can use such technologies. The next study should study new variables such as AI literacy, subject-specific situations, and longitudinal implications in order to gain a better insight into the influence of AI in autonomous learning encouragement.