Investigating the effects of generative ai on student satisfaction and self-efficacy
Article
Haderlie, TC, Sewak, S, Agarwal, S et al. (2025). Investigating the effects of generative ai on student satisfaction and self-efficacy
. 10.1080/10528008.2025.2576159
Haderlie, TC, Sewak, S, Agarwal, S et al. (2025). Investigating the effects of generative ai on student satisfaction and self-efficacy
. 10.1080/10528008.2025.2576159
As Generative Artificial Intelligence (GenAI) tools become more prevalent in education, understanding their impact on student learning, satisfaction, and self-efficacy is critical. This study examines how students’ perceptions of GenAI influence their satisfaction with instructors and their academic self-efficacy in fully asynchronous/hybrid online upper-level marketing courses. Using survey data from three online courses at a southeastern public university, we assess whether ChatGPT, a widely used GenAI, serves as a beneficial tool in self-directed learning environments. Our findings indicate that students with positive perceptions of ChatGPT report higher satisfaction with their instructor, which in turn enhances their self-efficacy. However, this effect is contingent on students’ perceived learning, with those who perceive lower learning gains benefiting the most from ChatGPT usage. These results suggest that while GenAI tools such as ChatGPT can support students in online courses, their impact is not uniform across all learners. Our research contributes to the growing discourse on GenAI in education by providing empirical evidence on its pedagogical implications and offering recommendations for responsible integration. Future research may explore GenAI’s role in diverse learning contexts and assess its long-term influence on student performance.
