Investigating the Impact of AI Access on Exam Stress via Survey
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Konjkav, Elly
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Abstract
This study examines whether permitting generative AI tools (e.g., ChatGPT, Gemini) during high-stakes exams influences student stress. An anonymous survey of 55 graduate students used adapted Perceived Stress Scale and Test Anxiety Inventory items to compare self -reported stress and time pressure in AI-allowed versus AI - prohibited conditions, while logging AI usage patterns. Paired t - tests show that AI access significantly reduced both exam stress (mean 3.48→2.77, p = 0.0003) and time pressure (3.70→2.89, p = 0.0005), with no significant drop in confidence. These results in-form policies for integrating AI in assessments to enhance well-being without compromising academic integrity.
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2025-07
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