Emotional Adaptation and Digital Autonomy: A Phenomenological Study of Student Experiences with AI-Based Learning Platforms in Indonesian Higher Education

Abstract

Artificial intelligence (AI) is reshaping higher education by transforming how students interact with digital learning environments. Within this context, the integration of AI-based learning platforms in Indonesian universities presents unique experiential and cultural challenges for students adapting to new modes of instruction. Despite growing interest in AI-enhanced education, little is known about how students personally experience the transition toward algorithm-driven learning systems. This study investigates the question: How do students make sense of their adaptation to AI-based learning platforms in higher education? Using a descriptive phenomenological approach, data were collected through in-depth, semi-structured interviews with ten university students. Thematic analysis was conducted using a structured method to extract the essence of their experiences. Rather than relying on technical phenomenological jargon, this research employs a clear and accessible analysis to uncover the essential meanings of students’ lived experiences in engaging with AI-mediated education. The analysis replaced the specialized term “eidetic reduction” with a focus on identifying recurring experiential patterns. The findings reveal four central themes: initial confusion and intimidation, growing empowerment through personalized AI feedback, emotional tension due to reduced human interaction, and a redefined sense of learning autonomy. These results highlight the complex emotional and cognitive processes that underlie students’ adaptation to AI, extending beyond measurable performance metrics. This study deepens our understanding of AI’s impact on student experience and provides a foundation for designing more empathetic and culturally sensitive learning technologies in the future.