Artificial Intelligence as a Learning Tool in Purposive Communication: Perceptions of First Year College Students

Abstract

This study explored the perceptions of 80 first-year college students regarding the use of artificial intelligence as a learning tool in Purposive Communication. Using a mixed-methods approach, the research integrated quantitative survey data and qualitative responses to provide a comprehensive understanding of students’ experiences and attitudes. The quantitative component examined the extent to which students perceived AI as beneficial in relation to efficiency, comprehension and communication skills. Meanwhile, the qualitative data provided deeper insights into students’ reflections, highlighting both the advantages and concerns associated with AI use. Findings revealed that students generally viewed artificial intelligence as a supportive academic resource that enhanced productivity and facilitated clearer expression of ideas. Many participants reported that AI tools assisted in organising thoughts, improving grammar and simplifying complex concepts. However, the results also indicated concerns related to overreliance and ethical considerations, particularly in relation to academic integrity and independent learning. These concerns suggest that while AI offers educational benefits, its use may also present challenges if not properly guided. The triangulation of findings underscores the dual role of AI in education as both an enabler of learning and a potential source of dependency. The study emphasises the importance of responsible and guided integration of AI tools within instructional contexts. It further highlights the need for clear institutional policies and the development of students’ critical awareness when using such technologies. Overall, the research contributes to the growing discourse on artificial intelligence in education by presenting empirical evidence from the perspective of first-year college students, thereby informing future pedagogical practices and policy development.