Dissertation/ Thesis
AI usage patterns and educational outcomes in higher education
| Title: | AI usage patterns and educational outcomes in higher education |
|---|---|
| Authors: | Rández Ciordia, Javier |
| Contributors: | Castellano Palomino, Marta Janira |
| Publisher Information: | Universitat Politècnica de Catalunya, 2025. |
| Publication Year: | 2025 |
| Subject Terms: | Artificial intelligence -- Educational applications, Tecnologia de la informació, Intel·ligència artificial -- Aplicacions a l'educació, Information technology, Education, Higher -- Surveys, Àrees temàtiques de la UPC::Ensenyament i aprenentatge, Àrees temàtiques de la UPC::Informàtica, Ensenyament universitari -- Enquestes |
| Description: | This study investigates the patterns, perceptions, and academic impacts associated with the use of generative artificial intelligence tools among students in higher education, particularly focusing on technically-oriented degree programs within the Spanish context. The primary objectives were to characterize student engagement with AI tools, evaluate their perceived educational utility and risks, examine the relationship between AI usage and academic performance, and identify gaps in institutional support and preparedness. A mixed-method approach was employed, starting with an extensive literature review to frame existing scholarly discussions around AI in educational settings. Subsequently, an exploratory survey was conducted, reaching students primarily from the Universitat Politècnica de Catalunya (UPC), specifically within the Escola Tècnica Superior d'Enginyeria Industrial de Barcelona (ETSEIB). The survey explored usage patterns, motivations, concerns, and perceptions of institutional policies. A quantitative analysis using regression modeling was also carried out to preliminarily investigate correlations between AI usage and academic outcomes, although the sample size limited statistical robustness. Findings revealed widespread enthusiasm among students towards integrating AI tools, predominantly driven by perceived improvements in productivity, learning quality, and professional readiness. However, significant concerns were raised regarding ethical issues such as plagiarism, bias, and dependence on AI-generated content. The research also identified a pronounced misalignment between student expectations and institutional frameworks; notably, a majority of students reported unclear or insufficient institutional guidance on AI use. Regression models gave not statistically significant results, aligned with the ambivalence present in the existing literature. Ultimately, this research highlights critical gaps in policy clarity, institutional support, and pedagogical strategies regarding generative AI. It provides evidence-based recommendations for educators and policymakers, emphasizing the need for comprehensive AI literacy programs, clear ethical guidelines, and strategically integrated AI applications in higher education. Future research directions are suggested, advocating for more extensive, focused studies with larger and more diverse populations, as well as deeper consideration of social and gender equity dimensions in AI deployment. |
| Document Type: | Bachelor thesis |
| File Description: | application/pdf; application/vnd.openxmlformats-officedocument.spreadsheetml.sheet |
| Language: | English |
| Access URL: | https://hdl.handle.net/2117/440016 |
| Accession Number: | edsair.od......3484..fc7cb8e5aa7adbd9593c6b9f96a17b7b |
| Database: | OpenAIRE |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://explore.openaire.eu/search/publication?articleId=od______3484%3A%3Afc7cb8e5aa7adbd9593c6b9f96a17b7b Name: EDS - OpenAIRE (ns324271) Category: fullText Text: View record at OpenAIRE |
|---|---|
| Header | DbId: edsair DbLabel: OpenAIRE An: edsair.od......3484..fc7cb8e5aa7adbd9593c6b9f96a17b7b RelevancyScore: 924 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 924.204406738281 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: AI usage patterns and educational outcomes in higher education – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rández+Ciordia%2C+Javier%22">Rández Ciordia, Javier</searchLink> – Name: Author Label: Contributors Group: Au Data: Castellano Palomino, Marta Janira – Name: Publisher Label: Publisher Information Group: PubInfo Data: Universitat Politècnica de Catalunya, 2025. – Name: DatePubCY Label: Publication Year Group: Date Data: 2025 – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Artificial+intelligence+--+Educational+applications%22">Artificial intelligence -- Educational applications</searchLink><br /><searchLink fieldCode="DE" term="%22Tecnologia+de+la+informació%22">Tecnologia de la informació</searchLink><br /><searchLink fieldCode="DE" term="%22Intel·ligència+artificial+--+Aplicacions+a+l'educació%22">Intel·ligència artificial -- Aplicacions a l'educació</searchLink><br /><searchLink fieldCode="DE" term="%22Information+technology%22">Information technology</searchLink><br /><searchLink fieldCode="DE" term="%22Education%2C+Higher+--+Surveys%22">Education, Higher -- Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Àrees+temàtiques+de+la+UPC%3A%3AEnsenyament+i+aprenentatge%22">Àrees temàtiques de la UPC::Ensenyament i aprenentatge</searchLink><br /><searchLink fieldCode="DE" term="%22Àrees+temàtiques+de+la+UPC%3A%3AInformàtica%22">Àrees temàtiques de la UPC::Informàtica</searchLink><br /><searchLink fieldCode="DE" term="%22Ensenyament+universitari+--+Enquestes%22">Ensenyament universitari -- Enquestes</searchLink> – Name: Abstract Label: Description Group: Ab Data: This study investigates the patterns, perceptions, and academic impacts associated with the use of generative artificial intelligence tools among students in higher education, particularly focusing on technically-oriented degree programs within the Spanish context. The primary objectives were to characterize student engagement with AI tools, evaluate their perceived educational utility and risks, examine the relationship between AI usage and academic performance, and identify gaps in institutional support and preparedness. A mixed-method approach was employed, starting with an extensive literature review to frame existing scholarly discussions around AI in educational settings. Subsequently, an exploratory survey was conducted, reaching students primarily from the Universitat Politècnica de Catalunya (UPC), specifically within the Escola Tècnica Superior d'Enginyeria Industrial de Barcelona (ETSEIB). The survey explored usage patterns, motivations, concerns, and perceptions of institutional policies. A quantitative analysis using regression modeling was also carried out to preliminarily investigate correlations between AI usage and academic outcomes, although the sample size limited statistical robustness. Findings revealed widespread enthusiasm among students towards integrating AI tools, predominantly driven by perceived improvements in productivity, learning quality, and professional readiness. However, significant concerns were raised regarding ethical issues such as plagiarism, bias, and dependence on AI-generated content. The research also identified a pronounced misalignment between student expectations and institutional frameworks; notably, a majority of students reported unclear or insufficient institutional guidance on AI use. Regression models gave not statistically significant results, aligned with the ambivalence present in the existing literature. Ultimately, this research highlights critical gaps in policy clarity, institutional support, and pedagogical strategies regarding generative AI. It provides evidence-based recommendations for educators and policymakers, emphasizing the need for comprehensive AI literacy programs, clear ethical guidelines, and strategically integrated AI applications in higher education. Future research directions are suggested, advocating for more extensive, focused studies with larger and more diverse populations, as well as deeper consideration of social and gender equity dimensions in AI deployment. – Name: TypeDocument Label: Document Type Group: TypDoc Data: Bachelor thesis – Name: Format Label: File Description Group: SrcInfo Data: application/pdf; application/vnd.openxmlformats-officedocument.spreadsheetml.sheet – Name: Language Label: Language Group: Lang Data: English – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://hdl.handle.net/2117/440016" linkWindow="_blank">https://hdl.handle.net/2117/440016</link> – Name: AN Label: Accession Number Group: ID Data: edsair.od......3484..fc7cb8e5aa7adbd9593c6b9f96a17b7b |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsair&AN=edsair.od......3484..fc7cb8e5aa7adbd9593c6b9f96a17b7b |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English Subjects: – SubjectFull: Artificial intelligence -- Educational applications Type: general – SubjectFull: Tecnologia de la informació Type: general – SubjectFull: Intel·ligència artificial -- Aplicacions a l'educació Type: general – SubjectFull: Information technology Type: general – SubjectFull: Education, Higher -- Surveys Type: general – SubjectFull: Àrees temàtiques de la UPC::Ensenyament i aprenentatge Type: general – SubjectFull: Àrees temàtiques de la UPC::Informàtica Type: general – SubjectFull: Ensenyament universitari -- Enquestes Type: general Titles: – TitleFull: AI usage patterns and educational outcomes in higher education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rández Ciordia, Javier – PersonEntity: Name: NameFull: Castellano Palomino, Marta Janira IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Type: published Y: 2025 Identifiers: – Type: issn-locals Value: edsair – Type: issn-locals Value: edsairFT |
| ResultId | 1 |