Confident Learners use AI for Deeper Dives

Are AI powered students learning smarter or just faster?
Jul 16, 2025
AI
Help students develop the skills to critically engage with AI.

Students’ learning habits are deeply connected to how they engage with generative artificial intelligence tools.

Self-regulated learning skills play a significant role in whether students adopt AI as a meaningful learning aid or merely a quick solution for academic tasks.

Researchers from the University of South Australia surveyed 435 students from Australia and Canada, questioning them on how confidence, motivation, and effort regulation influence perceptions of AI-powered tools such as ChatGPT.

Students who are self-driven and receive social support perceive AI as easier to use, while those who are motivated to learn and manage their study efforts effectively consider AI a useful resource.

Lead researcher, Associate Professor Negin Mirriahi, emphasised that the way students approach AI tools reflects their broader learning strategies.

“Some students see AI as a shortcut, using it to finish assignments more quickly, but our research suggests that those with strong self-regulation skills harness it for deeper learning.

“It’s not just about speed, it’s about how students engage with knowledge.

“When students feel confident in their capabilities, they are more likely to engage with and effectively use technological tools.”

Those using AI for learning were more likely to find it useful, reinforcing the connection between structured self-regulation and effective AI adoption.

Assoc ProfMirriahi believes these findings should inform how insitutions integrate AI into education.

“We need to help students develop the skills to critically engage with AI, not just rely on it for convenience.”

AI use in classrooms could be modelled, demonstrating ways students can engage with the technology to strengthen critical thinking and independent learning.

“Social support from peers or instructors provides the necessary guidance and emotional backing to navigate technological tools with greater confidence and less apprehension,” Assoc Prof Mirriahi said.

Associate Professor Vitomir Kovanović, co-author of the study, warns that while AI adoption is increasing, there is a risk that some students may rely on it superficially, rather than using it to refine study skills and deepen understanding.

“The concern isn’t just whether students use AI, it’s about how they use it,” he said.

“If they approach AI critically and actively evaluate its responses, they can enhance their learning.

“But if AI simply becomes a fast-track to completing tasks, we may see gaps in students' development of problem-solving skills.”

Assoc Prof Kovanović said universities should focus on fostering self-efficacy and effort regulation in students.

“Students who have confidence in their learning abilities and persist through challenges find AI genuinely useful,” he said.

“AI is already embedded in education, and it’s only going to become more prevalent. Our responsibility is to ensure students are equipped with the right strategies to navigate it effectively.”