DIGITAL DIVIDE AND ITS PSYCHOLOGICAL IMPACT ON STUDENTS' ACADEMIC SELF-CONCEPT IN AI-SUPPORTED LEARNING ENVIRONMENTS

Abstract

The digital disparity is still a major obstacle to successfully deploy Artificial Intelligence (AI)-mediated learning environments. This paper investigates the psychological consequences of digital inequality on the academic self-concept of students, or how digital disparities affect their view of their academic capabilities. The present quantitative investigation focuses on how the digital divide has a psychological effect on the academic self-concept of 300 university students in AI learning settings. Data were gathered by a structured questionnaire that measured the access of AI technology and the academic self-concept, which is measured by a validated self-concept scale. They were investigated with the help of such statistical tools as correlation or regression analysis to reveal the connection between the availability of AI tools and self-perception of academic performance by students. The findings indicated that there was a significant negative relationship between the low access to AI technology and low scores in academic self-concept. Students who had more access to AI resources had a more positive academic self concept. These results highlight the urgency of the issue of digital inequality, which is necessary to improve the academic performance in AI-enhanced learning settings.