Bridging Utility and Ethics: A Multi-Dimensional Analysis of AI Tool Usage and Its Impact on Student Learning Outcomes

The main objective of this study is to understand the role of AI tools in shaping students’ learning by analyzing how they use them, their perceived usefulness, and their views on academic integrity. The study evaluated the intersection of usage patterns and academic performance. Using a descriptive-correlational approach, data were collected from a purposive sample of 393 students at Centro Escolar University during the 2024-2025 academic year using a self-made questionnaire that underwent a reliability test. The study examines whether students’ opinions on AI’s usefulness align with actual improvements in critical thinking and academic success. Results from multiple regression show that regular AI use is a strong predictor of perceived learning effectiveness, explaining R2=0.33 of the variance (F=37.48, p=0.001), mostly by providing quick answers to assignments.

However, AI usage patterns only account for 8% of the variance regarding the perceived limits on critical thinking skills. The perceived threat to critical thinking comes from a reliance on AI due to time pressure. Ethically, there is a significant correlation between over-reliance and worries about academic integrity. The study recommends that universities implement process-based assessments, establish clear AI usage guidelines, and provide time-management support to reduce over-reliance while fostering independent analytical skills.

Keywords: Artificial Intelligence in Education (AIEd), Academic Integrity, Student Learning Outcomes, Critical Thinking, Educational Technology.