Impact of Artificial Intelligence Tools on Students' Learning and Study Practices

Mannat Sharma

Abstract: Artificial Intelligence (AI) tools have become an inseparable part of students? academic and learning lifestyle, providing support in areas such as doubt clarification, time management, content summarization, and academic planning. While AI-based tools provide convenience and efficiency, concerns have emerged regarding their influence on conceptual understanding, independent thinking, and long-term learning retention. This study aims to evaluate the role of AI tools in education from the perspective of students, focusing on both their advantages and limitations. The research adopts a mixed-method approach, combining a literature review with a primary survey conducted among students across different academic levels. The survey findings indicate that while a majority of students use AI tools frequently for academic assistance and acknowledge their usefulness in saving time and improving productivity, many also recognize that excessive reliance on AI can lead to surface-level learning and reduced critical thinking. The results suggest that students perceive AI as a supportive tool rather than a complete replacement for traditional learning methods. The study determines that AI tools should be used selectively and responsibly, primarily as aids for planning, revision, and clarification, while core conceptual learning should continue to be guided by teachers, textbooks, and self-effort. A balanced integration of AI in education is crucial to ensure effective learning without compromising foundational understanding.

Keywords: Artificial Intelligence in Education, Student Learning, Educational Technology, Conceptual Understanding, Independent Learning

How to Cite?: Mannat Sharma, "Impact of Artificial Intelligence Tools on Students' Learning and Study Practices", Volume 15 Issue 2, February 2026, International Journal of Science and Research (IJSR), Pages: 814-819, https://www.ijsr.net/getabstract.php?paperid=SR26212194927, DOI: https://dx.dx.doi.org/10.21275/SR26212194927

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