Leveraging Artificial Intelligence (AI) to Enhance Student Engagement and Academic Performance in Higher Education

TY - JOUR

T1 - Leveraging Artificial Intelligence (AI) to Enhance Student Engagement and Academic Performance in Higher Education

AU - Hassan, Abubakar

N1 - © The Author(s) 2026

PY - 2026/3

Y1 - 2026/3

N2 - This study examines the pedagogical impact of artificial intelligence (AI) tools on student engagement and academic performance in two undergraduate economics and business modules at a UK university. Using a mixed-methods design, the study compares three academic periods: the pre-AI era (2022/23, prior to the widespread adoption of generative AI tools such as ChatGPT), the AI era (2023/24, characterized by unguided AI use), and the AI intervention period (2024/25, involving structured pedagogical guidance). Quantitative data from institutional learning platforms, complemented by qualitative survey data, inform a two-stage mediation analysis assessing engagement as a mediator between AI use and academic outcomes. Results indicate that unguided AI use does not consistently improve performance and may negatively affect problem-solving in summative assessments. In contrast, structured AI interventions significantly increase independent study engagement, enhance critical thinking, communication skills, and problem-solving, and improve overall performance. Engagement emerges as a robust mediator, highlighting the importance of pedagogical framing in effective AI integration. The findings emphasize the need for instructional scaffolding and provide practical guidance for institutions seeking to promote responsible AI use, active learning, and deeper cognitive engagement in AI-enhanced educational environments.

AB - This study examines the pedagogical impact of artificial intelligence (AI) tools on student engagement and academic performance in two undergraduate economics and business modules at a UK university. Using a mixed-methods design, the study compares three academic periods: the pre-AI era (2022/23, prior to the widespread adoption of generative AI tools such as ChatGPT), the AI era (2023/24, characterized by unguided AI use), and the AI intervention period (2024/25, involving structured pedagogical guidance). Quantitative data from institutional learning platforms, complemented by qualitative survey data, inform a two-stage mediation analysis assessing engagement as a mediator between AI use and academic outcomes. Results indicate that unguided AI use does not consistently improve performance and may negatively affect problem-solving in summative assessments. In contrast, structured AI interventions significantly increase independent study engagement, enhance critical thinking, communication skills, and problem-solving, and improve overall performance. Engagement emerges as a robust mediator, highlighting the importance of pedagogical framing in effective AI integration. The findings emphasize the need for instructional scaffolding and provide practical guidance for institutions seeking to promote responsible AI use, active learning, and deeper cognitive engagement in AI-enhanced educational environments.

KW - Artificial Intelligence (AI)

KW - Student-Centred Active Learning (SAL)

KW - Engagement

KW - Mediation Analysis and Academic Performance

KW - Student-centred active learning (SAL)

KW - Mediation analysis and academic performance

U2 - 10.1007/s10639-026-13946-w

DO - 10.1007/s10639-026-13946-w

M3 - Article

SN - 1360-2357

JO - Education and Information Technologies

JF - Education and Information Technologies

ER -