Purpose: This study aims to empirically examine the role of generative Artificial Intelligence (AI) in academic learning within Indian higher education institutions. Specifically, it investigates the impact of generative AI usage on academic performance and learning engagement, explores the negative cognitive implications of AI dependency on critical thinking and evaluates the moderating role of digital literacy in strengthening learning outcomes.
Design/Methodology: A quantitative cross-sectional research design was adopted. Data were collected from 300 students and faculty members in colleges located in Chikkaballapura District, Karnataka, India, using a structured questionnaire based on a 5-point Likert scale. Reliability was assessed using Cronbach’s alpha. Statistical analyses included descriptive statistics, multiple regression analysis, moderation analysis and ANOVA using SPSS.
Findings: The findings indicate that generative AI usage significantly and positively influences academic performance (β = 0.421, p <0.001) and learning engagement (β = 0.356, p <0.01). AI dependency negatively affects critical thinking ability (β = −0.298, p <0.01). Moderation analysis revealed that digital literacy significantly strengthens the positive relationship between AI usage and learning outcomes (β = 0.214, p <0.05). All models were statistically significant based on ANOVA results. The study confirms that while generative AI offers substantial academic benefits, excessive reliance may undermine cognitive development.
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Article DOI: 10.62823/IJEMMASSS/8.1(II).8993
