Emotional Ambivalence and Perceived Empathy in Students’ Experiences Using AI-Based Academic Assistants: An Interpretative Phenomenological Study

Abstract

This study aims to explore how university students cognitively and emotionally experience AI-based academic assistants in their learning processes. The integration of artificial intelligence (AI) into higher education has transformed how students engage with academic tasks, particularly through the use of AI-based academic assistants. While existing studies have examined the functional benefits of these tools, little is known about how students subjectively experience their cognitive and emotional interactions with AI. Current research lacks insight into the inner meanings students assign to AI in learning, raising the question: how do students experience and interpret AI as an academic assistant from cognitive and affective perspectives? This research was conducted at a public university in Indonesia, applying an interpretative phenomenological approach to explore the lived experiences of university students using AI tools for academic purposes. Data were collected through in-depth, semi-structured interviews with twelve undergraduate students (six males and six females) from various academic disciplines, aged between 19 and 23 years. Thematic interpretation grounded in phenomenological philosophy was used to analyze the data. The results reveal three key themes: academic empowerment through AI, emotional ambivalence and ethical tension, and the humanization of AI as a source of perceived empathy. These findings illustrate that students engage with AI not only as a tool but as a cognitive partner and emotional presence that shapes their academic identity. This study expands our understanding of human-AI interaction in education by highlighting the subjective, affective, and ethical dimensions of student experiences, offering a foundation for future research into the psychological and cultural implications of AI in learning environments.