Princess Nourah bint Abdulrahman University

College of Health and Rehabilitation Science

Health Sciences Department

Epidemiology Program

Usage and impact of Artificial Intelligence (AI) on

university students in Riyadh city

1st author: Luluh AL-ajmi 443000843

2Ned author: Raghad Almohammedi 443000997

3rd author: Renad Alfaifi 443000267

4th author: Rand Almutairi 443000703

5th author: Sarah Al-zahrani 443000673

Supervised by:

Dr. Ghada Elhessewi

 TABLE OF CONTENT
ABREVEIATIONS I

ABSTRACT II

TABLE OF CONTENTS III

CHAPTER ONE: Introduction, (Background 3 pages

information, statement of the problem
Rationale, hypothesis & Objectives

CHAPTER TWO Materials & Methods 2 pages

REFERENCES

ANNEXES

Annex 1: Conceptual Framework

ABREVELATIONS
AI artificial intelligence

CGPA cumulative grade point average

Abstract
Artificial intelligence (AI) has increasingly been integrated into various aspects of modern life, including
higher education, where it has the potential to reshape how knowledge is acquired. One of the biggest
benefits of AI in education is that it can improve student performance by allowing them to tailor their
education to fit their learning preferences and proceed at their own speed.

This study aims to quantify the usage of artificial intelligence among university students in Riyadh city,
where students represent a highly engaged demographic in AI usage, and measure its perceived impact on
their academic performance, memory loss and attention, and procrastination.

Currently, there is limited understanding of the key factors driving university students’ usage of AI and its
effects on their academic and personal lives. Similarly, despite various hypotheses, few studies have
explored the potential positive or negative effects of generative AI on students’ academic and personal
outcomes.

Methods.t
To achieve the purpose of the study, a cross-sectional survey design will be used, involving a self-
administered questionnaire distributed to a sample of university students in Riyadh City.

The questionnaire will be gathering data on demographic information, AI usage patterns, academic
performance, procrastination habits, and perceived memory and attention issues.

Moreover, Data analysis will involve both descriptive and inferential statistical techniques, including
correlation and regression analyses, to examine the relationships between Artificial Intelligence usage and
the identified outcomes. This research pursues to contribute to the understanding of AI’s effect on student
experiences and performance.

Keywords: Artificial Intelligence, Generative AI, Higher Education, Academic Performance,

Procrastination, Memory Loss, Attention, Student Engagement, AI Tools.

Introduction
A broad field of computer science called artificial intelligence (AI) is concerned with the ability of a
machine to generate rational behavior based on external inputs. The creation of machines capable of
activities requiring human intelligence is the aim of artificial intelligence. Artificial intelligence (AI) can
be seen in daily life in the form of ride-hailing services, virtualassistants, and search prediction
technologies. Artificial intelligence (AI) tools like data analytics, machine learning, and natural language
processing are being used in education increasingly. The way we teach and learn could be completely
transformed by artificial intelligence (AI), which could make the process more efficient, personalized,
and interesting. One of the biggest benefits of AI in education is that it can improve student performance,
thus they can tailor their education to fit their learning preferences and proceed at their own speed
 The application of generative artificial intelligence (AI) has had a significant impact on higher education
in the last several years. Of these AI tools, ChatGPT (OpenAI, 2022) has become one of the most well-
known in educational settings for a range of applications, including text or code production, research
support, and finishing papers, assignments, and projects. With ChatGPT, students can produce well-
reasoned and suitably contextualized answers to their questions, making it a valuable tool for their
academic assignments. However, the extensive usage of ChatGPT introduces several challenges for
higher education. (2)

"The ChatGPT software is raising important questions for educators and researchers all around the
world, with regards to fraud in general, and particularly plagiarism," a spokesperson for Sciences Po told
Reuters (Reuters,). (3)

Our knowledge of the main factors influencing university students' use of AI and the ways in which it
affects their academic and personal lives is incredibly limited. Similar to this, relatively little study has
really investigated the positive or negative consequences of using generative AI on students' academic
and personal outcomes, despite several conjectures.

This article explores the future of higher education as online technologies, particularly adaptive learning
and analytics driven by artificial intelligence, continue to evolve. While online and adaptive learning have
already made strides in academia, the most impactful transformations are still on the horizon. These
advancing technologies could significantly alter traditional roles within colleges and universities,
prompting many educators to rethink their roles as teachers, researchers, and administrators. (5)
Incorporating AI into education presents new possibilities for personalized and adaptive learning. AI-
driven educational tools can assess student data and preferences to customize instructional materials,
pacing, and feedback, which boosts student engagement and meets individual learning requirements,
improving productivity (Acemoglu & Restrepo, 2018). Additionally, AI algorithms can offer smart
assistance, aiding students in time management, task organization, and informed decision-making
regarding their learning strategies. These support systems have proved positive outcomes in alleviating
student stress and enhancing efficiency (Mittal, Mahendra, et al., 2022). Furthermore, automating
administrative tasks is another way AI can improve productivity and lower student stress levels. AI-based
systems can simplify grading, scheduling, and course management, allowing educators to focus on
teaching. (4) So how is the usage of AI can impact university students in Riyadh city, answering this
question will offer valuable insights into the impact of AI not only among university students but students
overall.

Theoretical framework:

1-Academic workload and use of Ai

Workload is defined as the total amount of hours a student spends each week for a
semester in face-to-face instruction, assignments, projects, and independent study.
Overload is associated with feelings of difficulty, worry, tension, resource waste,
and a want to give up because of the student's poor past knowledge, bad study
habits, and inadequate learning abilities (6). The issue is that a student who is
overwhelmed cannot study effectively or have pleasant learning experiences
comparable to those of their peers who are under the influence of an "adequate
load."
a semester's worth of solo study hours every week (7) AI makes it possible to
effectively handle the difficulties that students have in the modern learning
environment, such as increasing demands and workloads (8).

2-Time pressure and use of Ai

time pressure refers to the tension and worry that students feel they do not have
enough time to do their academic assignments successfully. Time constraints have
a detrimental effect on creative behavior in people who have a strong stress-is-
debilitating mentality.(9) No matter if they are working on projects, writing
dissertations, getting ready for tests, or taking exams every semester, students said
they struggle to schedule their work, revision, and preparation time. (10)

3-Sensitivity to rewards and use of Ai

Sensitivity to reward refers to the degree to which an individual’s behavior is motivated by reward-
relevant stimuli such as grades. (11) According to the study (12), after AI-driven tailored learning
was implemented, pupils' academic performance significantly improved. Post-assessment results
revealed a higher average grade than pre-assessment results.

4-Sensitivity to quality and use of Ai

The term "quality consciousness" or "sensitivity to quality" describes how attentive
pupils are while assessing the caliber and standard of their educational experiences.
It is important to note that accurately paraphrasing text can be a challenging task,
and it may be necessary to fine-tune ChatGPT or similar models for specific tasks or
domains to achieve good results. (13)

5-Use of Ai and procrastination

According to some definitions, procrastination is the deliberate and unjustifiable
delay of decisions made without consideration for the potential consequences. (14)
AI chatbots, such as ChatGPT and Bard, cut the need for human labor by producing
information quickly and seemingly accurately. However, since it might lessen desire
for independent investigation and critical thinking, this might lead to a rise in user
procrastination. (15)

6-Use of Ai and memory loss and attention

Memory impairment, or the inability to effectively retrieve or recall past experiences, is a cognitive
deficit that can manifest in various forms. (16), Excessive reliance on AI tools like ChatGPT can impede
the development of cognitive abilities and memory retention. Students may become overly dependent on
these tools for instant solutions, neglecting the mental exercise required for independent problem-solving.
This superficial engagement can hinder the formation of long-term memories and a comprehensive
understanding of complex topics. (17) The constant access to instant answers and solutions provided by
AI systems may lead to shorter attention spans and a diminished capacity for focused, in-depth thinking.
The readily available AI-generated information could hinder our ability to engage in deep thought and
critical analysis. (3)

7-Use of Ai and academic performance mester

implementation of artificial intelligence in education can have a beneficial impact on student academic
performance, as evidenced by th
e superior outcomes achieved by students exposed to AI-driven educational tools. While there is a
growing worry that students’ writing and critical thinking

Significance of the study

This study is to investigate the impact of artificial intelligence on university students in Riyadh due to its
growing role in education and its power to reshape the way knowledge is acquired. Understanding this
impact is crucial for adapting to evolving academic needs

Aim of the study

To quantify the usage of Artificial Intelligence (AI) among university students in Riyadh city and
measure its perceived impact on their academic performance, memory loss, and procrastination.

Objectives of the study

To investigate the relationship between artificial intelligence usage and its impact on academic
performance, procrastination, memory, and attention among university students in Riyadh. And more
precisely to assess the extent of artificial intelligence usage among university students in Riyadh.

Research questions

1. Is there a relationship between the usage of artificial intelligence applications and academic
performance among university students in Riyadh?
2. Does using artificial intelligence application have a relationship with procrastination behavior
among university students in Riyadh?
3. Is there a link between memory loss and attention on the usage of artificial intelligence
applications among university students in Riyadh?
4. Dose time pressure determine the amount that university students in Riyadh use artificial
intelligence applications?
5. Is the amount of academic workload influence wither university students in Riyadh use artificial
intelligence applications?
6. Do university students in Riyadh who are more sensitive to rewards demonstrate higher levels of
engagement and productivity when using AI tools in their studies?
7. How does sensitivity to quality influence the adoption and use of AI among university students in
Riyadh?

Hypotheses
Alternative hypothesis (H1):

1- there is an impact of Artificial Intelligence (AI) on university students in Riyadh city.

2- there is an association between use of Artificial Intelligence (AI) and memory loss and
attention among university students in Riyadh city.

Null hypothesis (H0):

1- there is no impact of Artificial Intelligence (AI) on university students in Riyadh city.

2- there is no association between use of Artificial Intelligence (AI) and memory loss and
attention among university students in Riyadh city.

Methodology
Study design

A cross-sectional study will be employed to investigate the usage and impact of Artificial Intelligence
(AI) on university students in Riyadh city.

Study setting

The study will be conducted in Riyadh city, Saudi Arabia, focusing on students enrolled in various
universities within the city.

Inclusion criteria

The study will include all universities students who are 18 and above both genders living in Riyadh

Exclusion criteria

The study will exclude People who are under 18 years of age and people who do not study in Riyadh
universities.

Sample size

The sample size will be calculated by using EPI calculator software, since the study population is more
than 260665 according to Saudi Arabia ministry of education. The sample calculated using a 95%
confidence interval, 0.5 proportion, 0.05 degree of accuracy, and 80% power of the study. The calculated
sample from equation
is n = Np(1-p)/ dz (N - 1) + p (1 - p) then multiplying by 1.5 according to Design
effect (online questionnaire) and added 38(10% non-response) the calculated sample size was 384.

• n-desired sample size

• N-proportion
of study population=50% out of 260665
•p=Hypothesized % frequency of outcome factor in the population
•d=Confidence limits as % of 100(absolute +/-%)
• Design effect (for cluster surveys-DEFF) =1.5
•Nonresponse rate (10%) = 38

Sampling techniques

Non-probability convenient sampling will be used in this study.

Data collection tools

Based on literature review of the relevant literature questionnaire was adapted from Abbas et al. Int J
Educ Technol High Educ (2024), all measurement items for each variable in the model are developed and
adapted from earlier studies to suit the context of artificial intelligence. The questionnaire is originally
developed and structured in English then translated into Arabic.

Variables and Outcome Measures

An electronic, self-administered questionnaire was divided into nine sections.

The first section will collect information on socio-demographic characteristics: age, gender, nationality,
university sector, year of study, field of study. The remaining sections will be adapted to assess the usage
and impact of artificial intelligence (AI) on university students.

The second section will evaluate participants' AI usage by measuring "methods of use" and "perceived
ease of use" through a 5-point Likert scale and multiple-choice questions. Participants will rate their AI
usage frequency on a scale from "never" to "always" and indicate the AI tools they use (e.g., ChatGPT,
Bard-Gemini, Copilot). They will also specify how they use AI (e.g., translation, summarization, creative
question, writing email and cv ...elc) and the percentage of tasks they complete using AI from 100% to
25% and less. Finally, participants will be asked whether AI is a common tool among their peers, with
options of "yes," "often," or "never."

Sections three through five will be changed from our existing framework. This framework will include
extra constructs from which "workload," "sensitivity to reward," "time presser," and "sensitivity to
quality" will be assessed, each with a single question. All these sections will be rated on a 5-point Likert
scale ranging from "never" (1 point) to "always" (5 points), with intermediate options of "sometimes" (2
points), "often" (3 points), and "almost always" (4 points).

The final three sections of the survey will assess "academic performance," "procrastination" and "memory
loss and attention." The procrastination and academic performance sections will consist of two questions,
while the memory loss and attention section will have only one. Participants will rate their responses on a
5-point Likert scale, ranging from "never" (1 point) to "always" (5 points), with intermediate options of
"sometimes" (2 points), "often" (3 points), and "almost always" (4 points).

The questionnaire will be offered in both English and Arabic, with both versions included in a single
electronic self-administered questionnaire that will be distributed through social media platforms.

Ethical consideration

Participants will be informed about the purpose of the study at the start of the study, and their
participation in this study is voluntary, so they could withdraw at any time when filling out the
questionnaire. They will be informed that their identity will be kept anonymous, and that the data will be
kept confidential and used only for research purpose. In addition, we will collect data only after receiving
IRB approval.

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Annex 1 conceptual framework

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