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This conceptual paper aims to explore the role of AI in enhancing student’s academic performance from the perspective of undergraduate students on the different levels across the Faculty of Business at Sohar University, Oman. The study aims to increase students’ awareness of the possible advantages of AI in the education system by concentrating on how it can best enhance motivation, engagement, and the desired academic outcomes. Using the Technology Acceptance Model (TAM), Motivation Theory, Constructivist Learning Theory, and Transformational Leadership Theory. A mixed methods approach is employed, gathering quantitative data through a Likert-scale questionnaire from 80 students and qualitative data from their open-ended responses. The results are expected to deliver a schematic representation of AI’s educational effect, which will further justify its introduction to benefit the students in all aspects of their learning.

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The Impact of Using Artificial Intelligence on Student’s Academic Performance: Conceptual Paper

  • 章节

  • 发表日期：

    2025年

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  • Karima Al-Qartoopi,
  • Mohamed Elgeddawy

摘要

This conceptual paper aims to explore the role of AI in enhancing student’s academic performance from the perspective of undergraduate students on the different levels across the Faculty of Business at Sohar University, Oman. The study aims to increase students’ awareness of the possible advantages of AI in the education system by concentrating on how it can best enhance motivation, engagement, and the desired academic outcomes. Using the Technology Acceptance Model (TAM), Motivation Theory, Constructivist Learning Theory, and Transformational Leadership Theory. A mixed methods approach is employed, gathering quantitative data through a Likert-scale questionnaire from 80 students and qualitative data from their open-ended responses. The results are expected to deliver a schematic representation of AI’s educational effect, which will further justify its introduction to benefit the students in all aspects of their learning.