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The study examines how students engage with an AI-powered learning assistant in engineering courses, focusing on perceptions and usability.

February 9, 2026Scientific ReportsOpen Access

Evaluating AI-powered learning assistants in engineering higher education with implications for student engagement, ethics, and policy

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The study examines how students engage with an AI-powered learning assistant in engineering courses, focusing on perceptions and usability.
Mixed-methods design using pre- and post-surveys
Analysis of system usage logs
Qualitative analysis of students' interactions with the AI
Nearly half of students found the AI assistant easier to use than seeking help from instructors
Students valued the AI for homework assistance and concept understanding, though opinions on instructional quality varied
Ethical concerns, particularly regarding policy and academic integrity, were significant barriers to engagement

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Evaluates AI tools improving learning outcomes in engineering, highlighting ethical challenges and student engagement.

Sajja et al. (2026) studied this question.

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