Smart Tools, Smarter Students? Unpacking the AI Paradox: The Influence of AI Tool Usage on Student’s Behaviour and Skills
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Pre-University,
Students’ behavior,
Students’ skills
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Uzair Wafiy bin Rizman
Ameer Iskandar bin Shamshul Adnan
Luqmaan bin Mohd Fariz
Melor binti Masdoki
Abstract
Background: Artificial Intelligence (AI) tools are transforming education, but their growing use raises concerns. Students may become overly reliant, hindering the development of crucial skills such as decision making, responsibility and creativity, potentially fostering laziness. It is crucial to investigate AI’s influence on student behaviour and skill development as it becomes more integrated into learning
Aims: This study aims to investigate the significance influence of artificial intelligence tools towards four dependent variables of students’ behaviour and skills (decision making, laziness, responsibilities and creative thinking)
Methods: Survey done on 140 pre-university students out of 180 students at Kolej MARA Banting using the questionnaire adapted from the Student Attitudes toward Artificial Intelligence (SATAI) scale, employing purposive sampling. SPSS MANOVA analyzed how gender, course and AI frequency usage collectively differentiate each dependent variable. Multivariate regression further examined AI’s individual influence on each dependent variable
Results: The results shown that gender, course and frequency of AI used have no significant difference. However, AI significantly influence student responsibility, laziness and decision making (p<0.05), but not creativity (p>0.05)
Conclusion: Overall, AI offers academic benefits but risks dependence and reduced effort. Its impact on creativity is minimal, underscoring its role as a supportive tool for original thought. Future studies should expand sample sizes and include diverse educational institutions for clearer, more varied results.
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Copyright (c) 2026 Uzair Wafiy bin Rizman, Ameer Iskandar bin Shamshul Adnan, Luqmaan bin Mohd Fariz, Melor binti Masdoki
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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