Students’ Views Regarding the Use of AI Tools in Education

Abstract

Understanding students' psychological opinions of AI-based tools has become essential in educational and mental health contexts as artificial intelligence continues to have an increasing impact on learning environments. This study looked at undergraduate students' opinions about the perceived value of AI tools in the classroom, the learning support they offer, and how these aspects affect students' attitudes toward their use. Using a quantitative research design, the study was conducted with a sample of 45 undergraduate students from St. Andrew's College in Bandra, Mumbai. A self-report questionnaire with ten items measuring perceived usefulness, learning support, and attitude toward AI tools was used to gather data. All three variables showed significant positive correlations, according to Pearson's correlation analysis. Additionally, a significant amount of the variance in students' attitudes toward AI tools was explained by the combination of perceived usefulness and learning support, according to multiple regression analysis. When taken into account in conjunction with usefulness, learning support showed a positive but non-significant contribution, but perceived usefulness emerged as a significant predictor of attitude. The results imply that perceived academic value, rather than just support, is the main factor influencing students' acceptance of AI tools. These findings demonstrate how attitudes, motivation, and engagement with AI-driven learning tools are shaped by perceived utility from a psychological standpoint. The study emphasizes how crucial it is to carefully and ethically incorporate AI technologies into learning environments in order to improve student psychological engagement and well-being

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