PHOENIX – September 20, 2026 -- New peer-reviewed research from University of Phoenix found that non-traditional undergraduate students who used generative AI tools more frequently reported higher GPAs and greater confidence in technology skills, contradicting assumptions that GenAI is primarily a crutch for struggling or time-pressed learners.
The study, "Strategic Integration or Skill Compensation? Understanding GenAI Use in Online Higher Education," was published June 30, 2026, in Artificial Intelligence in Education, Vol. 2, No. 1, pages 205-223. It was authored by researchers affiliated with the University's Center for Educational and Instructional Technology Research (CEITR): Jessica Sylvester, EdD; Melinda Kulick, EdD; Leonidas Maganares, EdD; and Stella Smith, PhD.
Survey of 491 students shows 43.2% adopted GenAI tools in coursework
Researchers surveyed 491 non-traditional undergraduates enrolled in online general education courses. Of that group, 212 students, or 43.2%, reported using tools such as ChatGPT, Microsoft Copilot or Gemini for academic work.
GPA and tech confidence predict usage; time pressure does not
Multiple regression analysis identified GPA and technology confidence as the only statistically significant predictors of GenAI usage frequency. Confidence in reading, writing and math, along with hours spent on work, study or family obligations, showed no significant relationship to how often students used the tools.
Among students who used GenAI, 91.1% had a GPA of 3.0 or higher, and 68.9% earned a 4.0 in the course where they reported using the technology.
"These findings complicate the assumption that students primarily turn to generative AI because they are struggling academically or simply looking to save time," said Jessica Sylvester, senior manager of College Operations at University of Phoenix and lead author. "Instead, we found GenAI use associated with stronger academic performance and digital confidence."
Students describe AI as a thinking partner, not a shortcut
Open-ended responses from the 212 GenAI users pointed to three dominant use cases: clarifying complex concepts, functioning as a brainstorming or organizational aid, and increasing task efficiency. Students also flagged concerns over content accuracy, preserving their own academic voice, and uncertainty about institutional policies on appropriate AI use.
Researchers call for AI literacy curricula over restrictive policies
The authors recommend that institutions shift from restriction-focused AI policies toward embedding AI literacy, critical evaluation skills and transparent-use guidance across disciplines. Suggested interventions include assignments that require students to critique AI-generated content and consistent institutional standards for appropriate use.
The study used a cross-sectional, correlational design drawn from a single online university and does not establish causation between GenAI use and academic performance. The authors are calling for longitudinal, multi-institutional research to track how usage patterns evolve and whether AI-supported learning affects long-term outcomes.
Sylvester and Kulick previously presented preliminary findings at the 2025 Association for Educational Communications and Technology (AECT) International Convention, with a summary subsequently published in The Journal of Applied Instructional Design.