The impact of artificial intelligence usage on learning outcomes: Evidence from students at the school of economics, Hanoi university of industry

This study examines the mechanism through which artificial intelligence (AI) usage influences students’ learning outcomes. Survey data were collected from 342 students at the School of Economics, Hanoi University of Industry and analyzed using both measurement and structural models based on the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The results indicate that AI usage exerts a positive impact on learning outcomes through six mediating variables, including self-regulated learning, learning motivation, learning attitude, creativity, technology acceptance, and time management efficiency, among which time management efficiency emerges as the most significant mediating pathway. Notably, multi-group analysis (PLS-MGA), combined with mean value trend assessment, reveals a divergence between surface-level academic performance and actual competence among students with low academic integrity, providing empirical evidence for the phenomenon of “competence illusion.” The study offers important implications for educational institutions in redesigning assessment methods and strengthening academic integrity management in the digital era.