Learning with Generative AI: An Empirical Study of Students in Higher Education

Abstract

Generative AI technologies are rapidly permeating higher education as innovative tools that support teaching and learning processes. This study investigates the integration of GenAI tools into academic learning and examines their influence on students’ learning effectiveness, attitudes, and satisfaction. A quantitative survey was administered to 485 college students. The findings indicate that students’ attitudes, satisfaction, and accumulated experience with GenAI constitute the most influential factors in promoting effective learning. Perceived advantages and disadvantages also play a substantial role in shaping students’ attitudes, satisfaction, and learning outcomes. Ethical knowledge demonstrates only modest positive effects, whereas institutional training shows no meaningful impact, largely due to its limited availability. The results suggest that higher education institutions should not focus solely on tool accessibility and technical training, but should prioritize fostering positive perceptions, maximizing the perceived benefits of GenAI, offering applied instruction and practical ethical guidance, and reducing concerns and negative perceptions among students.

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