Exploring effectiveness of AI use in assessments: a students’ perspective

This study explores students’ perceptions of the effectiveness of artificial intelligence (AI) tools use in meeting the learning outcomes of assessments. The rapid integration of Artificial Intelligence (AI) tools into higher education has ignited conversations on the benefits and challenges associated with its use by both educators and students. This study adopts the service-dominant logic proposed by Vargo and Lusch (2004), which emphasizes a customer-centric approach. In this context, students are conceptualized as customers whose needs must be comprehensively understood and incorporated into the co-creation of strategies aimed at meeting these needs. The study aimed to contribute to the existing body of knowledge by extending beyond mere usage and acceptance of AI, by delving into the effectiveness of AI in achieving desired learning outcomes. A qualitative study with a sample of 35 undergraduate university students was conducted to understand the effectiveness of AI use in meeting learning outcomes of assessments. Convenience is revealed in the findings as one of the main reasons for AI use, whilst the threat of plagiarism and lack of knowledge on how to effectively use AI tools were some of the hindrances. This study provides insights on key areas academic institutions can focus on to improve effective use of AI tools in assessments which is now inevitable.