Assessing the Psychological Impact of AI on Computer and Data Science Education: An Exploratory Study

Abstract

This study assesses the impact of Generative AI on the educational experiences of computer and data science students at the Center for Informatics, Federal University of Paraíba (CI/UFPB), Brazil. Through Exploratory Factor Analysis (EFA) of five psychometric scales, the research examines students’ acceptance of LLMs, their levels of academic burnout, technology-related anxiety, and the prevalence of both metacognitive and dysfunctional learning strategies associated with LLM use. Results revealed high adoption of LLMs, low levels of AI-related technology anxiety, and frequent use of metacognitive strategies. However, dysfunctional learning patterns were still present, particularly among students experiencing higher levels of academic burnout. This study contributes to the ongoing discourse on AI in education, emphasizing the need for pedagogical frameworks that support the effective and ethical adoption of AI while addressing the psychological demands placed on students. The validated instruments are made available for future research in educational and psychological contexts, along with their versions back-translated into English.

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