Artificial Intelligence and Emotional Support: A Comparative Study of University Students with and Without Disabilities

Background/Objectives: This study explores the perceived usefulness and use of artificial intelligence (AI)–based technologies as informational and emotional support among uni-versity students with and without disabilities. Methods: The sample consisted of 358 stu-dents aged between 16 and 30 years; 88 participants identified as having a disability, while 270 reported no disability. The gender distribution was balanced, with 53% women and 47% men. A validated questionnaire was administered to assess familiarity, frequency of use, and perceived usefulness of AI as a means of obtaining informational and emo-tional support. Results: ANOVA results showed that students without disabilities report-ed greater familiarity with and more frequent use of AI tools compared to students with disabilities. Significant differences were found in perceived usefulness for obtaining both informational and emotional support, with higher ratings among students without disa-bilities, and a moderate effect size. Moreover, frequency of use was positively associated with perceived usefulness in both groups, suggesting that practical experience influences users’ evaluations. Discussions: Overall, the findings suggest that students perceive AI as a resource that can facilitate access to informational and emotional support. However, as with other technologies, it is crucial to address accessibility and perception gaps to pro-mote effective inclusion in university contexts.