Abstract
Generative
Artificial Intelligence (GenAI) has emerged as an important technological
development in higher education, providing students with opportunities for
personalised assistance, brainstorming, information support, feedback, and
academic task completion. The present study examines the relationship between
Generative AI use and three important dimensions of student learning: academic
engagement, creativity, and self-regulated learning. The study adopted a
quantitative research approach. An illustrative sample of 500 higher education
students was considered for the statistical model. Data were analysed using
descriptive statistics, reliability analysis, Pearson’s correlation, and
multiple regression analysis. The illustrative findings indicated significant
positive relationships between Generative AI use and academic engagement,
creativity, and self-regulated learning. Academic engagement and creativity
were also significantly associated with self-regulated learning. The regression
model indicated that Generative AI use, academic engagement, and creativity
jointly explained a substantial proportion of variance in self-regulated
learning. The findings suggest that Generative AI can become a useful
educational resource when it is used as a support for active learning rather
than as a replacement for independent thinking.