2026 ASEE Annual Conference & Exposition

Understanding Undergraduate Students' Use of Generative AI for Learning in STEM: An Integrative Literature Review

Presented at Computers in Education (CoED): Computing Pedagogy & Methods (8 of 8) -- W508

This integrative literature review examines how undergraduate and graduate students in STEM disciplines utilize generative artificial intelligence (GAI) tools, such as ChatGPT, Gemini, and Copilot, to support learning. Synthesizing prior research, the review employs an AI-augmented methodology that combines traditional database searches with human-verified AI-assisted support. The review analyzes the (1) theoretical perspectives and frameworks; and (2) reported learning outcomes guided by the multidimensional Universal Competency Taxonomy (UCT), including STEM, learning, practice, value, meta, community of practice and people competencies. Findings reveal that technology acceptance models (TAM, UTAUT) dominate the theoretical landscape, while constructivist, self-regulated learning, and cognitive load theories offer complementary perspectives on AI’s pedagogical role. Empirical evidence indicates generally positive effects on academic performance, motivation, and engagement when AI integration is intentionally structured, with frameworks like the Guidance-based ChatGPT-assisted Learning Aid (GCLA) yielding substantial learning gains. However, unstructured or passive reliance on AI may undermine critical thinking and independent problem-solving, highlighting the need for explicit scaffolding and metacognitive instruction. The review identifies equity concerns related to AI literacy and access, emphasizing that targeted training and infrastructure are essential to prevent widening achievement gaps. This paper argues that the key challenge for STEM educators is not whether to permit generative AI, but how to design learning environments that foster productive, ethical, and reflective engagement with these tools. The review calls for future research to expand theoretical frameworks, address understudied competency dimensions, and examine long-term impacts of AI use on professional formation, particularly in diverse and resource-constrained contexts.

Authors

Daniel I. Adeniranye http://orcid.org/0000-0002-1907-9463 Florida International University [biography]

Daniel Adeniranye [ah-deh-nee-RAHN-yeh] is a Ph.D. candidate in Engineering and Computing Education at Florida International University, where he serves as Instructor of Record for EGS 2053: Foundations of Interdisciplinary Engineering. He holds a B.Tech in Mechanical Engineering, a joint M.S. in Petroleum Engineering and Project Development, and an M.S. in Project Management. His research examines engineering transfer student pathways to four-year institutions, AI in education and workforce development, and culturally responsive pedagogy across U.S. and international contexts. He is the Immediate Past Chair of the ASEE Student Division.
Dr. Yashin Brijmohan http://orcid.org/0000-0003-2485-9808 Utah State University [biography]

Yashin Brijmohan is faculty in engineering education at Utah State University. He serves as Board Member of the UNESCO International Centre for Engineering Education, Chair of the Africa Asia Pacific Engineering Council, Chair of the Africa Engineering Council, and Chair Engineering Education and Professional Development of Commonwealth Engineers Council.

He was the founding Executive Dean of Business, Engineering, and Technology at Monash South Africa, former Vice President of the World Federation of Engineering Organizations, and led several committees in the engineering profession.

Yashin has both leadership and specialist experience within the engineering power industry and education sectors and is known for his thought leadership in capacity building and engineering education.
Mr. Abdul Wasay Khan Laghari Utah State University [biography]

Abdul Wasay Khan Laghari is a graduate researcher in the Department of Engineering Education at Utah State University. Abdul's research endeavors are primarily dedicated to the critical analysis of engineering competencies, the formulation of engineering education policy, and the advancement of accreditation standards.
Dr. Ibukun Samuel Osunbunmi http://orcid.org/https://0000-0002-7821-9059 The Pennsylvania State University [biography]

Ibukun Samuel Osunbunmi is an Assistant Research Professor, and Assessment and Instructional Specialist at Pennsylvania State University. He holds a Ph.D. degree in Engineering Education from Utah State University. Also, he has BSc and MSc degrees in mechanical engineering. His research interests include student engagement, design thinking, learning environment, evidence-based pedagogy, e-learning, broadening participation in STEM education, sustainable energy, and material characterization.
Marlee Jacobs Utah State University

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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