Student Experiences with AI-Powered Learning Tools in Higher Education

AI learning tools promise new forms of engagement, raising important questionsabout how students experience and learn with them. This mixed-methods studyexamined 21 university students as they engaged with various AI-powered learningtools across three one-week modules in cognitive psychology, nutrition science,and computer programming. Students evaluated tools including chatbots,interactive activities, AI-generated lectures, and simulations through surveys andfocus groups. Interactive tools that offered immediate feedback and supportedactive learning were rated most highly, whereas passive formats such as AI lectureswere often described as unengaging. Across contexts, students encountereduneven institutional support and, in some cases, active resistance to AI use. Yetthey engaged with the tools thoughtfully, developing strategic and conditionalapproaches that reflected both curiosity and caution. Many described frustrations athaving to acquire essential AI competencies independently, highlighting a wideninggap between educational practice and emerging professional expectations.Bridging this gap demands proactive integration of AI grounded in learning scienceand responsive to students’ evolving professional needs.