Abstract This study examines the impact of artificial intelligence (AI) on the academic performance of university students in Ecuador, considering psychosocial variables such as technological self-efficacy, AI-related anxiety, intrinsic motivation, and social perception. Using a quantitative approach, data were collected from 698 students from various universities in the country through validated instruments measuring attitudes toward AI (GAAIS), anxiety associated with its use (AIAS), and perceived academic performance (RAU). The findings indicate that although AI tools are widely used, their direct association with higher academic performance is not statistically significant. However, negative attitudes toward AI, along with specific anxiety dimensions – such as anxiety related to learning and fear of labor replacement – emerged as significant predictors of academic performance, some with positive and others with negative effects. These results suggest that the impact of AI in higher education is not solely determined by technological access but is conditioned by emotional, cognitive, and contextual factors that influence its effective adoption. The study concludes on the need to integrate AI in pedagogical environments ethically, reflectively, and purposefully to enhance its educational potential. Methodological limitations are discussed, and future research directions are proposed.
Génesis Del Carmen Alcívar-Junco (Thu,) studied this question.
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