ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1550147
This article is part of the Research TopicAI's Impact on Higher Education: Transforming Research, Teaching, and LearningView all 11 articles
Student Engagement with Artificial Intelligence Tools in Academia: A Survey of Jordanian Universities
Provisionally accepted
- 1The University of Jordan, Aljubeiha, Jordan
- 2Mongolian University of Science and Technology, Ulan Bator, Mongolia
- 3Al Hussein Technical University, Amman, Amman, Jordan
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In the context of the rapidly advancing field of artificial intelligence (AI), its integration into academic environments is increasingly evident, raising questions about its impact on education.This study explores the use of AI tools by Jordanian university students, focusing on tools such as ChatGPT, Google Bard, Microsoft Bing, Meta AI, and others. Employing a convergent-parallel mixed-methods study, the research collected quantitative (closed-ended) and qualitative (openended) data concurrently in a single survey, analyzed each strand separately, and merged the findings during interpretation for triangulation. Data were collected through a voluntary, random sampling survey using Google Forms over two months, yielding 337 valid responses from 27 universities after data cleaning. The survey examined demographic information, knowledge and usage of chatbots, perceptions and benefits, ethical and practical considerations, and future use and challenges. Findings reveal that ChatGPT is the most recognized (94.3%) and frequently used (90.4%) AI tool, while Meta AI is least utilized (7.8%). AI tools were employed by 89% of students for academic tasks, with 86.6% acknowledging their usefulness for educational purposes.However, only 39.7% of students felt that these tools significantly improved their understanding, while 57.6% reported a positive impact on academic performance. These results suggest a growing trend of AI integration into study practices, highlighting its benefits and the need to explore its educational implications further.
Keywords: Artificial Intelligence in Education (AIeD), Learning analytics, Large Language Models (LLMs), Chatbots, higher education
Received: 22 Dec 2024; Accepted: 16 Jun 2025.
Copyright: © 2025 Al Mashagbeh, Alsharqawi, Tudevdagva and Khasawneh. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Mohammad Al Mashagbeh, The University of Jordan, Aljubeiha, Jordan
Hussam Khasawneh, Al Hussein Technical University, Amman, 11831, Amman, Jordan
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