The Impact of Artificial Intelligence on the Learning Process among Students

Abstract

This study investigates the impact of artificial intelligence on the learning process among students, focusing on cognitive, behavioral, and performance-related dimensions, while also exploring the variability of AI adoption across different student profiles. The research employs a quantitative design based on a structured questionnaire administered to a sample of 215 students enrolled at the University of Bucharest and Valahia University of Targoviste. The instrument evaluates two core dimensions: the general perception of AI and the role of AI in facilitating the understanding and assimilation of academic information. The results reveal that the year of study represents the most significant factor influencing the effective use of AI, with advanced students demonstrating a more strategic and efficient utilization of these technologies. In contrast, first-year students tend to exhibit a more exploratory and less structured approach. Statistically significant differences were also identified in relation to academic specialization (p = .045) and age (p < .05), indicating that both disciplinary context and generational factors shape how AI is used as a cognitive support tool. However, no significant differences were found between Bachelor’s and Master’s students, suggesting that academic level does not fundamentally alter AI-supported learning processes. The findings highlight that artificial intelligence functions as a cognitive amplifier in the learning process, enhancing efficiency and performance, but its effectiveness depends on the user’s academic maturity and ability to critically engage with information. The study underscores the necessity of integrating AI literacy and critical thinking skills into higher education curricula in order to ensure a balanced and responsible use of these technologies.