The adoption of artificial intelligence (AI) in higher education is transforming the way students experience the learning process. The ability of AI to complete academic tasks in seconds and with high quality makes it an appealing tool for students. However, teachers have not adapted their tasks to the use of this tool. Inappropriate use of AI by students—using it as a replacement for their own learning process—can negatively impact their learning experience. This study examines how task design—whether delegable or supported—affects students’ learning experiences when using AI. Following an experimental methodology, three studies were conducted to evaluate perceived learning, perceived effort, student agency, psychological ownership of tasks, and impostor syndrome among social sciences students. The study also explores how these perceptions evolve over time. The findings show that tasks that encourage delegating resolution to AI deteriorate the learning experience and sense of task ownership by students. Moreover, the way students use AI plays a key role in the development of impostor syndrome, a phenomenon that intensifies over time. The study concludes by emphasizing that effective AI integration requires the joint commitment of both teachers and students, with specific training in the use of AI tools being essential.
Batista-Toledo et al. (Fri,) studied this question.