Published in the Journal of the Midwest Association for Information Systems (JMAIS), July 2026
Abstract:
In this study, we employed a quasi-experimental design with a 2×2 factorial framework to investigate the effects of using Generative Artificial Intelligence (GenAI)-based tools on student stress, anxiety, understanding, and perceived fairness during authentic classroom learning experiences in higher education. We analyzed data from the validated and exploratory analyses in two stages. Across both analyses, results suggested that GenAI systems function as both cognitive and emotional supplements, enhancing users’ mental health and deepening their understanding of the learning material. The results of the exploratory analysis also indicated improvements in perceived fairness and equity among peers. The results of this study could offer preliminary implications for higher education leaders and scholars. Our results offer insights into faculty development, instructional design, and curriculum changes to train students for a GenAI-mediated world of work.
Keywords: Generative AI; Higher Education; Prompt Literacy; Student Well-Being; Human-AI Collaboration; Technology Acceptance
Key Contributions:
- Empirical classroom evidence on GenAI use
- Demonstrates psychological impact of GenAI
- Advances learning outcomes research
- Introduces fairness as an IS/AI classroom construct