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VOL. 11, ISSUE 1 (2026)
Artificial intelligence tools and students’ Academic engagement in higher education: The double‑edged sword of digital assistance
Authors
Dr. Abiodun Adebunmi Omeife-Greg, Dr. Celestina Johnson
Abstract
The rapid integration of
artificial intelligence (AI) tools into higher education has transformed the
learning landscape, yet empirical evidence on how these tools influence
students’ academic engagement and cognitive development remains inconclusive.
This study examined the influence of AI tools on students’ academic engagement
and critical thinking in a Nigerian university context. A descriptive survey
design was adopted, with 250 undergraduate students selected through simple
random sampling. Data were collected using the Artificial Intelligence
Engagement Scale (AIES), the Academic Engagement Scale (AES), and a Critical
Thinking Test (CTT). Pearson product‑moment correlation, linear regression, and
independent samples t‑test were used for analysis. Results revealed a
significant positive relationship between AI usage and academic engagement, r(248)
= .62, p < .001, with AI usage accounting for 38% of the variance in
engagement (R² = .38). However, a significant negative correlation was found
between AI usage and critical thinking (r = –.41, p < .001), and students
with moderate AI usage demonstrated significantly higher critical thinking
scores than those with excessive usage (t(248) = –6.72, p < .001). The
findings suggest that while AI tools can enhance behavioural, emotional, and
cognitive engagement, over‑reliance may undermine higher‑order thinking skills.
The study recommends the integration of AI tools with structured pedagogical
guidance to foster meaningful learning.
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Pages:30-34
How to cite this article:
Dr. Abiodun Adebunmi Omeife-Greg, Dr. Celestina Johnson "Artificial intelligence tools and students’ Academic engagement in higher education: The double‑edged sword of digital assistance". International Journal of Advanced Education and Research, Vol 11, Issue 1, 2026, Pages 30-34
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