IMPACT OF AI ON VIRTUAL LEARNING:

SELF-SUFFICIENCY AND ACADEMIC

Sofía Daniela Rodríguez Bermeo

Confidence in University Students

Victor Julio Albuja Centeno

ABSTRACT

This article examines the impact of artificial intelligence (AI) on students' ability to work independently

in online university courses. With the growing integration of AI tools in higher education, concerns

have emerged regarding their influence on students' self-reliance in completing academic tasks. A

Autor principal

Correspondencia: sdrodriguez@uce.edu.ec

Académica en Estudiantes Universitarios

de la Universidad Central de Ecuador para evaluar el uso de herramientas de IA y sus perspectivas sobre

la autonomía académica. El estudio emplea métodos cuantitativos y cualitativos para explorar cómo la

IA puede mejorar las experiencias de aprendizaje personalizadas, a la vez que fomenta potencialmente

la dependencia excesiva, que puede perjudicar las capacidades de los estudiantes para escribir y resolver

problemas de forma independiente. Los resultados iniciales sugieren que existe una correlación entre

una gran dependencia de la IA y una menor confianza en la realización de tareas sin ayuda tecnológica.

Los resultados preliminares también indican que, aunque la IA puede mejorar la inclusión y la

accesibilidad en la educación, al mismo tiempo puede contribuir a aumentar la ansiedad y el aislamiento

Académica em Estudantes Universitários

trabalharem de forma autónoma em cursos universitários em linha. Com a crescente integração de

ferramentas de IA no ensino superior, surgiram preocupações quanto à sua influência na autonomia dos

estudantes na realização de tarefas académicas. Foi realizado um inquérito aos estudantes da

Universidade Central do Equador para avaliar a utilização de ferramentas de IA e as suas perspectivas

sobre a autonomia académica. O estudo emprega métodos quantitativos e qualitativos para explorar a

forma como a IA pode melhorar as experiências de aprendizagem personalizadas, ao mesmo tempo que

pode promover o excesso de confiança, o que pode prejudicar as capacidades dos alunos para escrever

e resolver problemas de forma independente. Os resultados iniciais sugerem uma correlação entre a

forte dependência da IA e a diminuição da confiança na realização de tarefas sem ajuda tecnológica. Os

resultados preliminares indicam também que, embora a IA possa melhorar a inclusão e a acessibilidade

distance modalities, has raised concerns regarding students' academic autonomy. With the support of

AI tools, the use of these technologies has become increasingly popular among students, which, in turn,

has affected their goals of independent learning. This presents a challenge for education since AI can

The research hypothesizes that, in some cases, students rely heavily on AI-driven platforms, which leads

to a decrease in confidence in their ability to complete tasks independently, solve academic problems,

and perform well in exams or evaluations, in comparison to students who use these tools minimally or

The general objective focuses on researching how the excessive use of various AI tools in students'

learning environments negatively impacts their sense of autonomy and confidence in carrying out

The impact of AI on academic autonomy is evident in both in-person and distance learning modalities.

This research specifically focuses on distance learning, following the observations of Monge Vera et

al., who point out that AI can be personalized, focusing on educational growth by adapting to individual

needs, thus improving educational engagement (Monge Vera, Villamagua Jiménez, Aroca Izurieta, &

On the other hand, such dependence on AI could undermine students' ability to trust themselves when

completing non-technologically assisted tasks. However, AI can facilitate independence by allowing

students to progress at their own pace and take the necessary time to work on projects that genuinely

suggesting that students feel more empowered in virtual environments. This raises the question of

whether virtual students will show the same level of confidence in an in-person environment (Adlawan,

However, a crucial question arises: will students show the same confidence in a face-to-face setting?

This question is essential to understanding how technological tools and the excessive use of AI can

For this reason, it is expected that the survey results regarding the use of AI may help build confidence

Rodríguez et al., in their study, note that artificial intelligence has emerged as a technology that prepares

young people for a changing labor market marked by new knowledge and serves as an educational

dependence, and a decrease in interpersonal skills. This causes concern among teachers and leads to an

analysis of the behavior and usage patterns of students exhibiting these traits, as it may negatively affect

According to Ghafuri, another negative aspect of AI is that its benefits could impact essential social

interactions, which are crucial for building trust, motivation, and commitment among students

(Ghafouri, 2024). This suggests that the integration of AI in the classroom could intensify the permanent

In summary, the use of AI by remote students offers learning opportunities but can also impact their

METHODS

In the current context of higher education, the integration of AI tools in educational processes has

sparked a significant discussion regarding its impact on students' self-determination and confidence in

completing academic tasks. At Central University of Ecuador, where distance learning modalities are

offered, there has been a noticeable expansion in the use of AI-powered educational platforms,

Data collection was essential for this research, as it allowed for the retention of relevant and accurate

testimony regarding students' experiences and perceptions. For this observation, a structured survey

was designed for students enrolled in the distance learning modality of the Faculty of Administrative

Sciences, as it is the only faculty offering this modality, distinguishing it from those offering virtual or

Questionnaire Design

The development and design of the questionnaire were conducted using Google Forms, which gathered

data provided by the distance learning students of the Faculty of Administrative Sciences at Central

University of Ecuador. The questionnaire was structured with closed-ended questions. These questions

addressed topics such as the performance of AI tools in their studies, their perception of academic

freedom, familiarity with completing tasks without technological assistance, and the strategies adopted

to support independent academic skills. This combination of data collection methods facilitated a robust

statistical analysis, allowing for a qualitative explanation that captured the nuanced experiences and

as mean, median, mode, frequencies, and percentages were used to identify central trends and

distribution of responses. The results were presented in a qualitative format, organizing the identified

Bivariate analysis examined correlations between the variables of the study using Pearson’s correlation

coefficient. This analysis identified significant relationships, such as the link between privacy concerns

and the ability to write without technological support. Both negative and positive correlation patterns

related to the use of AI were identified. For example, it was suggested that students who believe AI

affect their privacy tend to feel more comfortable working without assistance. This analysis will enrich

the understanding of AI’s impact on educational progress and offer recommendations for a conscious

Sciences, with random selections made from each subgroup. This approach ensured that all important

characteristics of the population were represented, minimizing bias and improving the validity of the

The sampling error was calculated with a 5% margin of error and a 95% confidence level (Z = 1.96).

An estimated percentage (p) of 0.5 was used to maximize variability, resulting in a preliminary sample

size of approximately 384 students. After applying a finite population correction, the final sample size

was 261 surveyed students. It is worth noting that some students declined to participate, though the

The participants were selected based on a range of inclusion criteria, ensuring that all were students

from the Faculty of Administrative Sciences, enrolled in different programs and semesters, with no

these variables might influence the research results, providing a better understanding of academic

Sample Calculation

Chen, L., & Zhao, Y. (2021). Artificial intelligence and its implications for higher education: A

Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments: Self-regulated learning in the

Ghafouri, M. (2024). Dependencia tecnológica y habilidades interpersonales en estudiantes

Hwang, G.J., & Chang, H.F. (2019). Innovative mobile learning approach to improve students’ self-

McCoy, L.P., & Theis, J.A. (2018). The impact of artificial intelligence on student learning outcomes:

Monge Vera, J., Villamagua Jiménez, R., Aroca Izurieta, J., & Chico Guzmán, C. (2024). La

Rodríguez-García, M., Pérez-Sanagustín, M., & González-Sánchez, J. (2021). Preparación de los

Selwyn, N., & Facer, K.(2013). The ethics of using technology in education: A critical perspective on

the role of technology in shaping educational futures.British Journal of Educational

Siemens, G.(2014). Learning analytics: The emergence of a new field.International Journal of Analytics

Tsai, C.C., & Chai, C.S.(2012). The development of a scale for measuring teachers’ beliefs about