2026 ASEE Annual Conference & Exposition

Exploring the Role of Generative AI Tools in Shaping Learning Behaviors in Engineering Education

Presented at Computers in Education (CoED): AI in Education (4 of 9) -- T308A

This Work-in-Progress study explores how engineering students use generative AI tools such as ChatGPT, Claude, and Gemini in coursework and studying, with a focus on learning behaviors and help-seeking practices. While prior research has documented increasing AI adoption in higher education, less is known about how students and instructors describe everyday behavioral changes associated with AI use in authentic learning contexts.
Using a qualitative interview approach, this study draws on semi-structured interviews with undergraduate engineering students and an engineering instructor. Thematic analysis was conducted to examine patterns in AI use, perceived benefits and risks, and shifts in study habits and help-seeking behavior. Preliminary findings suggest that students frequently use AI as an on-demand, nonjudgmental source of support to clarify concepts, debug code, and maintain momentum, which can increase efficiency, reduce stress, and build confidence. At the same time, AI use appears to reshape traditional help-seeking behaviors, including reduced reliance on office hours and in-class questions. Instructor perspectives highlight both risks of over-reliance and the potential value of AI as a supportive learning tool when used intentionally and in context.

Authors

Mr. Tanzeel Rahman University of South Florida [biography]

Tanzeel Rahman is an undergraduate Computer Science student at the University of South Florida and a Research Fellow in the NSF RED Participatory Action Research (PAR) program. His work focuses on understanding how generative AI tools influence student learning behaviors and help-seeking practices in engineering education. His broader interests include artificial intelligence, engineering education, and human–AI interaction.
Dr. Dhinesh Balaji Radhakrishnan http://orcid.org/0000-0001-6959-196X Purdue University – West Lafayette (College of Engineering) [biography]

Dr. Dhinesh Radhakrishnan is a Research Scientist at Purdue University’s School of Engineering Education. His research focuses on participatory and community-driven approaches to engineering education, particularly in displacement and marginalized contexts. He has led research and educational initiatives in Kenya, Uganda, Jordan, Zimbabwe, Senegal, and the U.S., co-developing the Localized Engineering in Displacement (LED) program. His doctoral dissertation explored how a Community of Practice (CoP) approach can engage informal educators in Kenya to co-design and teach community-centered engineering education. Currently, he co-leads a reciprocal innovation initiative that bridges CoPs across diverse countries and contexts. His work examines how local engineering knowledge is recognized, revitalized, and integrated into technical education and workforce development, fostering more inclusive and culturally responsive learning models.
Dr. Chris S Ferekides University of South Florida [biography]

Dr. Chris Ferekides has a Ph.D. in Electrical Engineering. He is a Professor and Chair of the Electrical and Computer Engineering Department at the University of South Florida. His research focuses on electronic materials for photovoltaics and other opto-electronic applications, with emphasis on chalcogenide compounds and devices for thin-film solar cells.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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