Abstract
The rapid advancement of artificial intelligence (AI) technologies has transformed higher education by enabling students to use intelligent tools that support academic learning. In Cambodia, university students increasingly use AI tools such as ChatGPT, Gemini, and Copilot; however, empirical evidence regarding their impact on learning remains limited. This study examines the level of AI tool adoption and its relationship with perceived learning outcomes. A quantitative cross-sectional survey was conducted with 301 university students across Cambodia. Descriptive statistics, reliability analysis, Pearson correlation, and simple linear regression were employed for data analysis. The results indicate a moderate level of AI tool adoption (M = 3.46, SD = 0.90) and moderately positive perceived learning outcomes (M = 3.50, SD = 0.85). A strong positive relationship was found between AI tool adoption and perceived learning outcomes (r = 0.771, p < 0.001). Regression analysis shows that AI tool adoption significantly predicts perceived learning outcomes (R² = 0.595). These findings suggest that AI tools can serve as effective learning support tools when used appropriately. The study provides empirical evidence for guiding AI integration in Cambodian higher education.
Keywords: Artificial Intelligence, Higher Education, Learning Outcomes, Technology Adoption, University Students, Cambodia
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