The Relation of AI Usage with Self-Efficacy: A Comparison Study between College-Going Boys and Girls

Abstract

The rapid advancements in artificial intelligence (AI) have significantly transformed various domains, including education. So, this study aims to examine the role of artificial intelligence in influencing self-efficacy while comparing gender differences. A quantitative research design was used. The participants consisted of 30 college-going girls and 30 boys between ages 18 to 25 years using AI on their mobile phones and laptops. Data was collected using the AI Conversational Support Usage Questionnaire (self-constructed), consisting of 10 questions, including the frequency of AI conversational support usage, and General Self-Efficacy scale (Schwarzer, R., & Jerusalem, M., 1995) measure of self-efficacy was used. The result of Pearson’s correlation shows no relationship between AI chatbot usage and self-efficacy, as the p-value (0.086) was higher than 0.05, so it indicates that there is no statistically significant difference between AI chatbot usage and self-efficacy. With the help of the t-test for independent groups, the results indicate that the frequency of AI use of boys demonstrated a higher frequency of AI usage (M=6.27, SD=1.01) when compared to girls (M=5.23, SD=1.47) with t=3.157, p=0.003. There was no significant difference in the level of self-efficacy with t = 1.422, p = 0.160 when comparing boys (M = 32.60, SD = 4.56) and girls (M = 30.93, SD = 4.51). So, it concludes the comparison between the use of AI chatbots in males and females showcased statistically significant differences due to males’ experimental interest and females’ concern about privacy and ethical usage. Whereas, there was no significant difference between both genders’ self-efficacy level because of the equal exposure towards academic training and support system in college.