From Prompt to Performance: Assessing Artificial Intelligence’s Role in Individualized Exam Preparation Among Undergraduate Engineering Students

Abstract

Students in a southwestern Nigerian university use artificial intelligence (AI) tools for individualized exam preparation. Adopting a descriptive cross-sectional design grounded in the UTAUT2 framework, data were collected from 117 students across six disciplines using a structured questionnaire. Findings revealed that 90.6% of respondents use AI for academic purposes, with 72.9% employing it regularly during exam preparation. Students perceived AI as effective in simplifying complex concepts (M=4.25) and boosting confidence (β=0.521, p<0.001), with 34.7% of confidence variance explained by AI use frequency. Biomedical and Computer Engineering students showed higher adoption and confidence levels than others. The study concludes that AI tools enhance individualized exam readiness but require ethical guidelines and context-specific integration for optimal benefits.