Digital media students' use of AI tools in academic assignments: A case study of Jordanian universities

Abstract

This study examines the extent to which digital media students in Jordanian universities use artificial intelligence (AI) tools to complete their academic assignments. A descriptive-analytical approach was employed to assess current patterns of AI use and examine differences across demographic variables. The study sample consisted of 400 undergraduate students from the University of Jordan, Yarmouk University, Middle East University, and Jerash University, selected through stratified random sampling to ensure balanced representation across academic levels. Data were collected using a structured questionnaire comprising demographic information and three dimensions: knowledge of AI tools, their use in academic assignments, and the challenges associated with their use. The findings indicated a moderate overall level of AI tool use. Knowledge of AI tools received the highest mean score, while actual use in academic assignments recorded the lowest. Perceived challenges were also rated at a moderate level. No statistically significant differences were found in AI tool use based on gender, university, or academic level. The study recommends integrating AI literacy and ethics into digital media curricula, providing practical training on AI applications such as ChatGPT, establishing institutional guidelines for responsible AI use, encouraging faculty mentorship, and promoting academic integrity through awareness initiatives.