Open Access Peer-reviewed Research Article

Undergraduate Students’ Perceptions of Generative Artificial Intelligence (Gen AI) in Academic Assignments

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Submitted   Jan 13, 2026
Published   Apr 27, 2026
Issue    Vol 6 No 1 (2026)
DOI   10.25082/AMLER.2026.01.014

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Nimesh Shrestha corresponding author
School of Education, Kathmandu University, Lalitpur, Nepal
Netra Kumar Manandhar
School of Education, Kathmandu University, Lalitpur, Nepal
Bibek Bhandari
School of Education, Kathmandu University, Lalitpur, Nepal
Avinash Maskey
School of Education, Kathmandu University, Lalitpur, Nepal
Pratit Raj Giri
School of Education, Kathmandu University, Lalitpur, Nepal

Abstract

The integration of generative artificial intelligence (Gen AI) into educational settings represents a transformative shift, reshaping conventional educational practices and students’ learning experiences. This study provides valuable insights for the effective educational implementation of Gen AI. The primary objective of this research is to examine how undergraduate students enrolled in educational technology programmes in Nepal perceive the effects of Gen AI on their academic assignments, as well as to identify the factors influencing students’ acceptance and adoption of Gen AI for these tasks. A quantitative research design was adopted, with data collected via an online survey from 174 undergraduate students pursuing a Bachelor in Technical Education in Information Technology in Nepal. Three core variables were measured in this study: the perceived impact of Gen AI, perceived ease of use, and the determinants of Gen AI acceptance and adoption. Approximately 64% of students utilised AI tools on a daily basis when completing their assessment tasks. Respondents demonstrated a relatively positive perception toward the utilisation of Gen AI in assignments (M = 3.82, SD = 0.44). Students held strong beliefs regarding Gen AI’s influence on their assignment completion (M = 3.82, SD = 0.32). They identified instructors’ integration of AI in teaching as a key factor motivating their own use of Gen AI tools. Furthermore, students predominantly relied on mobile applications to access generative AI, highlighting the relevance of portable devices within mobile learning environments. In addition, participants perceived such technologies as user-friendly for completing academic assignments. The findings of this study hold practical implications for educators, institutional policymakers, university administrators, and students interested in the transformative potential of generative artificial intelligence (Gen AI) within educational contexts.

Keywords
Generative Artificial Intelligence (Gen AI), undergraduate students' perception, AI in higher education, AI in academic assignments

Article Details

How to Cite
Shrestha, N., Manandhar, N. K., Bhandari, B., Maskey, A., & Giri, P. R. (2026). Undergraduate Students’ Perceptions of Generative Artificial Intelligence (Gen AI) in Academic Assignments. Advances in Mobile Learning Educational Research, 6(1), 1809-1823. https://doi.org/10.25082/AMLER.2026.01.014
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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