IJIET 2025 Vol.15(12): 2631-2636
doi: 10.18178/ijiet.2025.15.12.2459
doi: 10.18178/ijiet.2025.15.12.2459
The Perspectives of Undergraduate Students on the Effects of Generative AI on Academic Achievement
Yousef Qawqzeh1,2,* and Hajar Mohammad3
1. Information Technology, Engineering and Technology, University of Fujairah, Fujairah, UAE
2. Cyber Security Department, Khawarizmi University Technical College, Amman, Jordan
3. Arts and Humanities, University of Fujairah, Fujairah, UAE
Email: yousef.qawqzeh@uof.ac.ae (Y.Q.); hajar@uof.ac.ae (H.M.)
*Corresponding author
2. Cyber Security Department, Khawarizmi University Technical College, Amman, Jordan
3. Arts and Humanities, University of Fujairah, Fujairah, UAE
Email: yousef.qawqzeh@uof.ac.ae (Y.Q.); hajar@uof.ac.ae (H.M.)
*Corresponding author
Manuscript received May 21, 2025; revised June 11, 2025; accepted July 24, 2025; published December 9, 2025
Abstract—With the growing integration of generative Artificial Intelligence (AI) tools such as ChatGPT, Claude, DeepSeek, and Gemini in higher education, understanding their impact on undergraduate learning has become increasingly essential. This study investigated how students in the United Arab Emirates perceive the academic influence of generative AI, drawing on data from 1260 undergraduate survey responses. Utilizing the Generative AI Academic Impact Scale (GAI-AIS), the research explored students’ frequency of AI use, self-rated proficiency, perceived academic benefits, and ethical considerations. Statistical analyses, including Analysis of Variance (ANOVA), Pearson correlation, and multiple linear regression, revealed that frequent AI use and greater conceptual understanding were positively associated with academic performance. However, a negative relationship between self-rated proficiency and Cumulative Grade Point Average (CGPA) suggested possible overconfidence or misalignment between perceived and actual skills. Thematic analysis of open responses indicated that students predominantly use AI for writing support, test preparation, and clarification of academic concepts. In response to these findings, the study proposes the development of an AI-Based Academic Support System (AI-BASS), a centralized, curriculum-aligned platform designed to facilitate structured, ethical, and pedagogically grounded AI use in undergraduate education. By promoting responsible engagement, enhancing digital literacy, and safeguarding academic integrity, AI-BASS offers a forward-thinking framework for integrating generative AI within higher education. These insights contribute to broader discussions on AI in academia and inform institutional policies and curriculum design.
Keywords—generative-Artificial Intelligence (AI), academic performance, student’s perception, academic integrity, curriculum development
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—generative-Artificial Intelligence (AI), academic performance, student’s perception, academic integrity, curriculum development
Cite: Yousef Qawqzeh and Hajar Mohammad, "The Perspectives of Undergraduate Students on the Effects of Generative AI on Academic Achievement," International Journal of Information and Education Technology, vol. 15, no. 12, pp. 2631-2636, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).