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AI-based learning assistants (AILAs) have transformed traditional ways of learning in higher education through enhanced self-regulation, improved academic engagement, and immediate feedback. Despite the growing body of research on AILA utilization in postsecondary education, few studies have examined how students view these AILAs and their educational effect on learning. To examine students’ perceptions of AILAs in higher education, the researchers conducted a systematic literature review of 1,852 peer-reviewed publications from the Scopus database, published between 2015 and 2025. Framed by the Technology Acceptance Model’s emphasis on perceived usefulness and perceived ease of use, the final analysis included 54 studies. Publication trends for AILA scholarships were also reported. The analysis uncovered postsecondary students’ conflicting opinions about AILAs. While students recognize advancements in writing competence, motivation, and self-regulation, students also express concerns about AILA over-reliance, lack of creativity, and limitations in critical thinking. The analysis also uncovered growing concerns about the negative long-term effects of AILAs on students’ independent thinking and creativity. Implications are discussed for pedagogical strategies to emphasize critical engagement with AI in addition to operational use.
Keywords: AI, Learning assistant, Students’ perceptions, Higher education
How to Cite: Le, H. T. , Das, P. & Suh, E. K. (2026) “Students’ Perceptions of AI-based Learning Assistants (AILAs) in Higher Education: A Systematic Review”, Journal of the National Organization for Student Success. 3(2). doi: https://doi.org/10.61617/jnoss.114
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