Artificial Intelligence and Emotional Support: A Comparative Study of University Students with and Without Disabilities

Abstract

<b>Background/Objectives</b>: This study explores the perceived usefulness and use of artificial intelligence (AI)-based technologies as informational and emotional support among university students with and without disabilities. <b>Methods:</b> The sample consisted of 358 students from the University of Alicante, aged between 16 and 30 years; 88 participants identified as having a disability, while 270 reported no disability. The gender distribution was balanced, with 53% women and 47% men. An ad hoc questionnaire was applied to evaluate familiarity, frequency of use, and perceived usefulness of AI as a means of obtaining informational and emotional support. <b>Results:</b> The results of the multivariate analyses indicated that students without disabilities reported greater familiarity with and more frequent use of AI tools compared to students with disabilities. Significant differences were found in perceived usefulness for obtaining both informational and emotional support, with higher ratings among students without disabilities, and a moderate effect size. Moreover, frequency of use was positively associated with perceived usefulness in both groups, suggesting that practical experience influences users' evaluations. <b>Discussions:</b> The findings suggest that students perceive AI as a useful resource for informational and emotional support. However, as with other technologies, addressing accessibility and perception gaps is crucial to promote effective inclusion in university settings.

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