From Assistance to Autonomy: The Influence of AI Virtual Assistants on Student Learning Behavior in Higher Education
DOI:
https://doi.org/10.48017/dj.v11i1.3544Keywords:
AI Virtual Assistants, Self-Regulated Learning, Student Learning Behavior, Higher EducationAbstract
The emergence of artificial intelligence (AI) virtual assistants has introduced new dynamics into the higher education landscape, prompting a need to understand their influence on student learning behavior. This study investigates the usage patterns of AI tools and their perceived effects on self-regulated learning and academic behavior among second-year students at Marikina Polytechnic College. The study employed a quantitative, survey-based approach involving 186 by voluntary response sampling. A structured questionnaire measured three key domains: situational usage of AI, self-regulated learning, and academic behavior. Descriptive statistics revealed that students use AI moderately and situationally, particularly during academic difficulty, while maintaining autonomy in learning tasks such as note-taking and critical thinking. Although students acknowledged AI's usefulness in clarifying complex topics, its influence on academic performance, study productivity, and task management was perceived as neutral. The findings suggest a transitional phase in which students strategically incorporate AI without becoming dependent on it, indicating both opportunities and limitations in AI's academic role. The study highlights the need for tertiary institutions to develop AI literacy frameworks, integrate ethical and purposeful AI use into curricula, and support the cultivation of digital autonomy. This research contributes to a more contextualized understanding of AI’s role in Philippine higher education and offers practical implications for instructional design, policy development, and institutional innovation.
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