Title: The Impact Of Artificial Intelligence-Assisted Learning Tools On Students' Self-Directed Learning Skills
Authors: Sattorova Maftuna Ismatovna
Volume: 10
Issue: 7
Pages: 234-237
Publication Date: 2026/07/28
Abstract:
: This study examines the influence of artificial intelligence (AI)-assisted learning tools, such as intelligent tutoring systems and AI-powered chatbots, on the development of self-directed learning (SDL) skills among university students. As AI applications have rapidly integrated into higher education since 2023, understanding their pedagogical effects has become essential for curriculum design and instructional policy. A quasi-experimental design was employed with 100 undergraduate students divided into an experimental group (using AI-assisted tools over a 12-week period) and a control group (using traditional self-study methods). Data were collected through a validated Self-Directed Learning Readiness Scale (SDLRS), pre- and post-intervention academic performance tests, and semi-structured interviews. Results indicated that the experimental group demonstrated statistically significant improvement in self-directed learning readiness scores compared to the control group, particularly in the sub-dimensions of self-management and desire for learning. However, no significant difference was found in the self-control sub-dimension, suggesting that AI tools support motivation and planning more than they support independent discipline. The findings suggest that AI-assisted learning tools can meaningfully enhance students' autonomy in learning when integrated with structured pedagogical scaffolding, but should not be treated as a substitute for instructor-guided skill development. Implications for curriculum designers and recommendations for future research are discussed.