How Much Do Students Use AI on Assignments? Evidence from Survey Data on AI-Assisted Academic Writing

The rapid adoption of artificial intelligence (AI) tools in education has significantly altered how students research, write, and complete academic assignments. While public discussion often frames student AI use as either widespread misuse or isolated experimentation, empirical data describing how students actually integrate AI into their academic workflows remains limited. This research note presents findings from an anonymous online survey examining student AI usage patterns in real academic contexts. Data was collected through an AI text humanization and analysis platform used by students to review and refine AI-assisted writing. The survey captures frequency of AI use, assignment types, workflow changes, and ethical perceptions surrounding AI-assisted academic work. Results indicate that AI usage among students is both common and selective. Most students report using AI tools for drafting, brainstorming, summarizing sources, and improving clarity, while avoiding AI use during formal assessments such as exams and quizzes. Rather than replacing learning, AI tools appear to shift student effort toward reviewing, refining, and understanding content. The findings suggest that institutional policies often lag behind actual student behavior, creating ambiguity rather than clear guidance. Understanding how students use AI in practice is essential for developing realistic academic integrity frameworks and effective AI literacy initiatives. This record contributes empirical context to ongoing discussions about AI in education and provides a reference point for researchers, educators, and policymakers studying AI-assisted academic writing and learning workflows.