New Research Shows Generative AI Boosts Online Adult Learners' Performance and Tech Confidence
A recent study published by scholars from the University of Phoenix has unveiled surprising findings regarding the use of generative artificial intelligence (GenAI) among non-traditional undergraduate students engaged in online education. The research highlights a positive correlation between frequent GenAI usage and improved academic performance, challenging the previous assumption that students utilize such technology merely as a workaround for academic difficulties or time constraints.
The study, titled "Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education," was released in June 2026 in the journal Artificial Intelligence in Education. The research team, composed of Jessica Sylvester, EdD; Melinda Kulick, EdD; Leonidas Maganares, EdD; and Stella Smith, PhD, conducted a survey with 491 online students. Amongst this group, over 43% reported utilizing GenAI tools like ChatGPT, Microsoft Copilot, or Gemini during their coursework.
One of the key findings from the study revealed that students with higher GPAs were also more likely to report frequent use of GenAI. This suggests that those who are academically successful are integrating advanced technology into their study routines to further enhance their learning experience. Additionally, students expressing confidence in their technology skills were more frequent users of GenAI as opposed to those who struggled with reading, writing, or mathematics. Notably, time restraints from work, family, and other commitments did not substantially influence the use of GenAI among participants.
Approximately 91% of students utilizing GenAI maintained a GPA of 3.0 or higher, with about 69% achieving a perfect 4.0 in the courses linked to their use of this technology. Sylvester, the study's lead author and senior manager of College Operations at the University of Phoenix, asserted, "These findings complicate the assumption that students primarily turn to generative AI because they are struggling academically or simply looking to save time. Instead, we found GenAI use associated with stronger academic performance and digital confidence. This points to an opportunity for higher education to equip all learners with the critical judgment and ethical awareness necessary to effectively engage with AI."
Furthermore, the qualitative responses from students revealed deeper insights into their perspectives on GenAI. The prevalent themes included enhanced comprehension of complex concepts, using GenAI as a brainstorming partner, and the ability to increase efficiency in academic tasks. Students also raised concerns regarding the accuracy and originality of AI-generated content, their need to maintain a distinct academic voice, and uncertainty surrounding the ethics of using technology in their studies.
Based on these findings, the researchers advocate for a shift away from restrictive policies surrounding AI use. Instead, they stress the necessity for clear guidelines that promote the development of GenAI literacy, critical evaluation skills, and ethical usage. Recommendations include integrating AI literacy across various disciplines, creating assignments that encourage critical thinking about AI-generated information, and providing consistent institutional guidance.
It is important to note that this research utilized a cross-sectional, correlational design and was conducted with a non-probability sample from a single online university. Therefore, while the patterns observed in GenAI use may indicate a trend, they cannot be conclusively generalized to the entire college population. Future research efforts are encouraged to be longitudinal and across multiple institutions to further understand the implications of AI in educational success.
For a deeper dive into the research, the full study can be accessed at https://doi.org/10.1108/AIIE-08-2025-0237.
The research was conducted by a team affiliated with the Center for Educational and Instructional Technology Research (CEITR) at the University of Phoenix, which aims to support scholarly research in educational technology and policies. Jessica Sylvester is a seasoned leader in higher education with a focus on AI and inclusive learning environments. Melinda Kulick oversees academic assessments and investigates the role of educational technology in student engagement. Leonidas Maganares brings expertise in quantitative analysis, while Stella Smith's research interests primarily concern educational access and underserved populations.
The College of Doctoral Studies at the University of Phoenix is dedicated to addressing current societal challenges and equipping students with relevant skills through innovative research and flexible learning options.
For more information about the University of Phoenix and its offerings, visit www.phoenix.edu.
The study, titled "Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education," was released in June 2026 in the journal Artificial Intelligence in Education. The research team, composed of Jessica Sylvester, EdD; Melinda Kulick, EdD; Leonidas Maganares, EdD; and Stella Smith, PhD, conducted a survey with 491 online students. Amongst this group, over 43% reported utilizing GenAI tools like ChatGPT, Microsoft Copilot, or Gemini during their coursework.
One of the key findings from the study revealed that students with higher GPAs were also more likely to report frequent use of GenAI. This suggests that those who are academically successful are integrating advanced technology into their study routines to further enhance their learning experience. Additionally, students expressing confidence in their technology skills were more frequent users of GenAI as opposed to those who struggled with reading, writing, or mathematics. Notably, time restraints from work, family, and other commitments did not substantially influence the use of GenAI among participants.
Approximately 91% of students utilizing GenAI maintained a GPA of 3.0 or higher, with about 69% achieving a perfect 4.0 in the courses linked to their use of this technology. Sylvester, the study's lead author and senior manager of College Operations at the University of Phoenix, asserted, "These findings complicate the assumption that students primarily turn to generative AI because they are struggling academically or simply looking to save time. Instead, we found GenAI use associated with stronger academic performance and digital confidence. This points to an opportunity for higher education to equip all learners with the critical judgment and ethical awareness necessary to effectively engage with AI."
Furthermore, the qualitative responses from students revealed deeper insights into their perspectives on GenAI. The prevalent themes included enhanced comprehension of complex concepts, using GenAI as a brainstorming partner, and the ability to increase efficiency in academic tasks. Students also raised concerns regarding the accuracy and originality of AI-generated content, their need to maintain a distinct academic voice, and uncertainty surrounding the ethics of using technology in their studies.
Based on these findings, the researchers advocate for a shift away from restrictive policies surrounding AI use. Instead, they stress the necessity for clear guidelines that promote the development of GenAI literacy, critical evaluation skills, and ethical usage. Recommendations include integrating AI literacy across various disciplines, creating assignments that encourage critical thinking about AI-generated information, and providing consistent institutional guidance.
It is important to note that this research utilized a cross-sectional, correlational design and was conducted with a non-probability sample from a single online university. Therefore, while the patterns observed in GenAI use may indicate a trend, they cannot be conclusively generalized to the entire college population. Future research efforts are encouraged to be longitudinal and across multiple institutions to further understand the implications of AI in educational success.
For a deeper dive into the research, the full study can be accessed at https://doi.org/10.1108/AIIE-08-2025-0237.
About the Authors
The research was conducted by a team affiliated with the Center for Educational and Instructional Technology Research (CEITR) at the University of Phoenix, which aims to support scholarly research in educational technology and policies. Jessica Sylvester is a seasoned leader in higher education with a focus on AI and inclusive learning environments. Melinda Kulick oversees academic assessments and investigates the role of educational technology in student engagement. Leonidas Maganares brings expertise in quantitative analysis, while Stella Smith's research interests primarily concern educational access and underserved populations.
The College of Doctoral Studies at the University of Phoenix is dedicated to addressing current societal challenges and equipping students with relevant skills through innovative research and flexible learning options.
For more information about the University of Phoenix and its offerings, visit www.phoenix.edu.
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