Applies the Story Completion Method to investigate 71 students' concerns about adopting analytics-based AI tools. Uncovers perceptions on learner autonomy, learning environments, interactions, and pedagogical roles. Finds ethical and pedagogical impacts interact. Novel application of speculative design for AIEd tool perceptions. Provides design implications for AIEd systems sensitive to student concerns. Strongly aligned with your research on student experiences and ethical AI use at UiTM.

Systematic literature review identifying ethical blind spots in AI in Education. Covers learner autonomy, data privacy, algorithmic bias, transparency, and accountability. Provides a framework for analyzing ethical dimensions of AI tool adoption in higher education. Essential grounding for the ethical concerns section of your literature review.

Quantitative survey of 737 undergraduate students in Spain examining: (1) ChatGPT usage patterns, (2) perceived benefits and costs, (3) attitudinal differences between users and non-users. Key finding: 60.6% want university AI training; 43.6% want professors to adapt teaching methods. Significant attitudinal gap between users and non-users. Supports your research questions on student experiences and AI integration opportunities.

Qualitative study of 1,703 open-ended comments from Swedish university students on lived experiences with AI language tools (ChatGPT, Grammarly, Google Translate). Thematic analysis shows AILTs enhance communicative performance. Students develop identity as "spatially advised learners." Relevant to your study's focus on student agency and ethical concerns.

Quantitative survey of 485 college students on GenAI integration. Student attitudes, satisfaction, and accumulated experience are the most influential factors in effective learning. Ethical knowledge has modest positive effects; institutional training shows no meaningful impact due to limited availability. Recommends institutions prioritize fostering positive perceptions and providing applied ethical guidance over just technical training.

Pre-post survey of a semester-long generative AI course. Significant positive shift in cognitive, affective, and behavioral attitudes toward AI (effect sizes d=0.4-0.6). Hands-on experience leads to nuanced attitude change. Persistent concerns about AI accuracy and privacy. Evidence that structured AI literacy education produces meaningful attitudinal shifts across all three dimensions.