Influence of Perceived Usefulness and Ease Use of AI Tools on Students’ Engagement at District Shaheed Benazirabad

The deployment of (AI) technologies in broader scope of university level education has significantly modified pedagogic practices by enabling individualized instruction and interactive academic support. Nevertheless, the efficacy of AI tools depends on the student's perception, especially in relation to easy utilization and usefulness. The goal of current study was to find out the influence of such perceptions on student engagement in higher educational institutions in the District of Shaheed Benazirabad. A quantitative correlational design has been used for the research. The sample consisted of 8,815 students who were undergraduate and studying in the public sector universities in the district. Data were gathered using a structured questionnaire according to proportionate stratified random sampling and an initial sub-sample of 383 respondents was used to collect data. Simple linear regression and descriptive statistics were used to analyze the data using the SPSS software, which allowed the hypotheses formulated in the research to be addressed. Results showed both easy usefulness and perceived utilization of AI tools have a significant and positive effect on engagement among students. These results support the Technology Acceptance Model (TAM), showing that students do take an active role in learning processes if AI tools are considered useful and easy to use. Based on the evidence, the paper recommends that the execution of intuitive AI tools in relation to university level education institutions should be given high priority and complemented by training initiatives that will enhance the digital capabilities of students, faculty, and teach in pedagogical ways, using AI tools as instructional aids for optimizing student engagement. Overall, the research provides useful data for instructors and policy designers looking to promote the effective and student-centered adoption of AI in university level education.