Research on the Correlation between AI Literacyand Academic Performance of College Students

Chen Siyu, Su Yuwei, Lai Haotao, Zhou Meixia, He Shunfa

Guangzhou Huashang College

Abstract：

With the popularization of generative artificial intelligence in higher education, college students' AI literacy has increasingly become an important factor influencing their learning outcomes. This study is based on 108 valid questionnaires and uses the correlation analysis method to explore the relationship between AI literacyand college students' academic performance. The results show that AI literacy and its four dimensions(questioning ability, verification ability, integration ability, and strategic ability) are all significantly positively correlated with academic performance (r=0.868, p<0.001), among which the correlation intensity between questioning ability and verification ability is the highest. The correlation between AI literacy and objective academic performance point average (GPA) has not reached a significant level, suggesting that literacy mainlyaffects students' subjective perception of learning outcomes. Research has confirmed the view that "how to use AI is more important than whether to use AI or not." Based on this, it is suggested that universities offer general education courses on AI literacy and incorporate AI usage norms into the orientation for freshmen. Teachers should demonstrate the use of high-quality AI in the course and design assignments that AI cannot complete directly. Students should shift from seeking answers to seeking ideas and develop the habit of verifying the output of AI. This study has limitations such as a single sample source and cross-sectional data. In thefuture, follow-up studies can be conducted, behavioral log data can be incorporated, and cross-school comparisonscanbe carried out to further verify the causal direction.

Key Words：

AI literacy; academic performance; college students; correlation analysis; generative Artificial Intelligence