Student engagement with artificial intelligence tools in academia: a survey of Jordanian universities
The rapid advancement of artificial intelligence (AI) has led to its increasing integration into academic environments, raising critical questions about its educational implications. This study investigates the use of AI tools among university students in Jordan, focusing on platforms such as ChatGP...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1550147/full |
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| author | Mohammad Al Mashagbeh Malak Alsharqawi Uranchimeg Tudevdagva Hussam J. Khasawneh Hussam J. Khasawneh |
| author_facet | Mohammad Al Mashagbeh Malak Alsharqawi Uranchimeg Tudevdagva Hussam J. Khasawneh Hussam J. Khasawneh |
| author_sort | Mohammad Al Mashagbeh |
| collection | DOAJ |
| description | The rapid advancement of artificial intelligence (AI) has led to its increasing integration into academic environments, raising critical questions about its educational implications. This study investigates the use of AI tools among university students in Jordan, focusing on platforms such as ChatGPT, Google Bard, Microsoft Bing, and Meta AI. A convergent-parallel mixed-methods design was employed, with quantitative (closed-ended) and qualitative (open-ended) data collected concurrently through an online survey distributed over two months. A total of 337 valid responses were obtained from students across 27 universities. The survey explored demographic characteristics, chatbot awareness and use, perceived benefits and challenges, ethical concerns, and future intentions. Results indicate that ChatGPT is the most recognized (94.3%) and widely used (90.4%) tool, while Meta AI is the least utilized (7.8%). Approximately 89% of students reported using AI tools for academic tasks, and 86.6% perceived them as educationally beneficial. However, only 39.7% believed these tools significantly improved their understanding, while 57.6% reported a positive impact on academic performance. These findings reveal a growing trend of AI integration into student study practices in Jordan, highlighting both its practical advantages and the need for further inquiry into its pedagogical value and ethical use. |
| format | Article |
| id | doaj-art-80f620042c234b31b32765dfa6d3c5ed |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-80f620042c234b31b32765dfa6d3c5ed2025-08-20T03:44:03ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-08-011010.3389/feduc.2025.15501471550147Student engagement with artificial intelligence tools in academia: a survey of Jordanian universitiesMohammad Al Mashagbeh0Malak Alsharqawi1Uranchimeg Tudevdagva2Hussam J. Khasawneh3Hussam J. Khasawneh4The Department of Mechatronics Engineering, The University of Jordan, Amman, JordanThe Department of Mechatronics Engineering, The University of Jordan, Amman, JordanGraduate School, Mongolian University of Science and Technology, Ulan Bator, MongoliaThe Department of Mechatronics Engineering, The University of Jordan, Amman, JordanThe Department of Electrical Engineering, Al Hussein Technical University, Amman, JordanThe rapid advancement of artificial intelligence (AI) has led to its increasing integration into academic environments, raising critical questions about its educational implications. This study investigates the use of AI tools among university students in Jordan, focusing on platforms such as ChatGPT, Google Bard, Microsoft Bing, and Meta AI. A convergent-parallel mixed-methods design was employed, with quantitative (closed-ended) and qualitative (open-ended) data collected concurrently through an online survey distributed over two months. A total of 337 valid responses were obtained from students across 27 universities. The survey explored demographic characteristics, chatbot awareness and use, perceived benefits and challenges, ethical concerns, and future intentions. Results indicate that ChatGPT is the most recognized (94.3%) and widely used (90.4%) tool, while Meta AI is the least utilized (7.8%). Approximately 89% of students reported using AI tools for academic tasks, and 86.6% perceived them as educationally beneficial. However, only 39.7% believed these tools significantly improved their understanding, while 57.6% reported a positive impact on academic performance. These findings reveal a growing trend of AI integration into student study practices in Jordan, highlighting both its practical advantages and the need for further inquiry into its pedagogical value and ethical use.https://www.frontiersin.org/articles/10.3389/feduc.2025.1550147/fullartificial intelligence in education (AIeD)learning analyticslarge language models (LLMs)chatbotshigher education |
| spellingShingle | Mohammad Al Mashagbeh Malak Alsharqawi Uranchimeg Tudevdagva Hussam J. Khasawneh Hussam J. Khasawneh Student engagement with artificial intelligence tools in academia: a survey of Jordanian universities Frontiers in Education artificial intelligence in education (AIeD) learning analytics large language models (LLMs) chatbots higher education |
| title | Student engagement with artificial intelligence tools in academia: a survey of Jordanian universities |
| title_full | Student engagement with artificial intelligence tools in academia: a survey of Jordanian universities |
| title_fullStr | Student engagement with artificial intelligence tools in academia: a survey of Jordanian universities |
| title_full_unstemmed | Student engagement with artificial intelligence tools in academia: a survey of Jordanian universities |
| title_short | Student engagement with artificial intelligence tools in academia: a survey of Jordanian universities |
| title_sort | student engagement with artificial intelligence tools in academia a survey of jordanian universities |
| topic | artificial intelligence in education (AIeD) learning analytics large language models (LLMs) chatbots higher education |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1550147/full |
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