The relationship between AI-assisted learning and academic performance through learning engagement
Year: 2026
Type: article
Abstract: Introduction The rapid integration of artificial intelligence (AI) into higher education has raised an important question regarding whether AI-assisted learning is associated with students' academic performance. Although prior studies have highlighted the potential benefits of AI in education, the psychological processes underlying this relationship remain insufficiently understood. This study examines the association between AI-assisted learning and academic performance, with a particular focus on the mediating role of learning engagement as an educational psychological mechanism. Methods Data were collected through an online survey of university students in Shanxi Province, China. Using a convenience and snowball sampling strategy, 438 valid responses were obtained and analyzed. The study employed multi-item scales to measure AI-assisted learning, learning engagement, and academic performance, including a literature-informed self-developed scale for AI-assisted learning and adapted scales for learning engagement and academic performance. Statistical analyses were conducted using SPSS 27.0 (IBM Corporation, Armonk, NY, USA) and AMOS 24.0 (IBM Corporation, Armonk, NY, USA), including descriptive statistics, reliability and validity tests, correlation analysis, structural equation modeling (SEM), and bootstrapped mediation analysis. Results and discussion The results indicate that AI-assisted learning is positively associated with both learning engagement and academic performance. Learning engagement also has a significant positive effect on academic performance. More importantly, the findings show that learning engagement partially mediates the relationship between AI-assisted learning and academic performance, highlighting the role of students' psychological involvement in the learning process. These findings suggest that the educational value of AI-assisted learning is associated not only with technological support but also with students' psychological engagement in learning activities. This study contributes to the literature on AI in education by providing a psychologically grounded explanation of the relationship between AI-assisted learning and academic outcomes. It also offers practical implications for educators and institutions seeking to integrate AI into higher education in ways that foster meaningful engagement and enhance effective learning.
Source: Frontiers in Psychology
Authors: Fang Yuan, Liu Xiaoying, Li Wenmin
Institutions: Tongling University, Taiyuan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $3,801
OpenAlex ID: W7225661310