AI-Assisted Learning and Procrastination Patterns: An Exploratory Investigation of ChatGPT Usage in Higher Education

Abstract

This exploratory pilot study investigates the potential relationship between ChatGPT usage and academic procrastination among EFL Master students. As AI tools become increasingly prevalent in educational settings, understanding their impact on student learning behaviours becomes crucial for digital pedagogy. Through a survey of 95 Master students at Ibn Khaldoun University of Tiaret, Algeria, this investigation examines students' self-reported ChatGPT usage patterns, procrastination levels, and perceptions of AI tools' influence on their academic habits. The exploratory approach reveals that while students recognize ChatGPT's utility for academic tasks, they also acknowledge its potential to facilitate procrastination behaviours. Findings suggest that moderate ChatGPT users demonstrate awareness of both benefits and risks associated with AI tool reliance. This preliminary investigation contributes to emerging discussions in digital education by providing initial insights into the complex relationship between AI assistance and self-regulated learning. The study offers a foundation for future research examining how educational institutions might develop frameworks for responsible AI integration while supporting student autonomy and critical thinking development.