## 3 Results
### RQ2 Distinct Subgroups of Students' Preferences Towards i-AIDA
\begin{table}
\begin{tabular}{l c c c c c c c} \hline \hline  & \multicolumn{2}{c}{**1 Highly**} & \multicolumn{2}{c}{**2 Supporters of**} & \multicolumn{2}{c}{**3 Keen Support.**} & & \\  & \multicolumn{2}{c}{**Critical of**} & \multicolumn{2}{c}{**i-AIDA**} & \multicolumn{2}{c}{**of i-AIDA**} & & \\  & \multicolumn{2}{c}{**i-AIDA**} & \multicolumn{2}{c}{**i-AIDA**} & & & & \\ \hline  & **M** & **SD** & **M** & **SD** & **M** & **SD** & **F-Value** & **Eta** \\ \hline New or continuing student (1–2) & 1.85 & 0.36 & 1.83 & 0.38 & 1.81 & 0.40 & 0.257 & 0.002 \\ Highest level of education (1–5) & 3.51 & 0.93 & 3.47 & 1.04 & 3.10 & 1.07 & 5.008 ** & 0.033 \\ Age (18–80+) & 45.10 & 17.70 & 62.80 & 10.30 & 37.60 & 11.60 & 140.175 *** & 0.486 \\ Female (0–1) & 0.54 & 0.50 & 0.54 & 0.50 & 0.67 & 0.47 & 2.533 & 0.017 \\ Use of GenAI in general (0–1, 6 items) & 0.05 & 0.11 & 0.14 & 0.21 & 0.23 & 0.23 & 13.509 *** & 0.083 \\ Use of GenAI for educational purposes & 0.02 & 0.06 & 0.09 & 0.19 & 0.16 & 0.20 & 11.160 *** & 0.070 \\ (0–1, 6) & & & & & & & & \\ Want an AI digital assistant (real-time, personalised, academic tasks, emotional/social, 1–5, 4) & 1.60 & 0.59 & 3.58 & 0.81 & 4.25 & 0.64 & 233.132 *** & 0.611 \\ Want an i-AIDA specifically developed by the OU relative to other systems (1–5, 6) & 1.67 & 0.79 & 3.90 & 0.67 & 4.41 & 0.59 & 288.176 *** & 0.660 \\ AI challenges (1–5, 5) & 4.31 & 1.12 & 4.17 & 0.67 & 3.92 & 0.84 & 5.023 ** & 0.033 \\ AI for quizzes (1–5, 5) & 1.79 & 0.91 & 3.89 & 0.75 & 4.33 & 0.67 & 191.746 *** & 0.564 \\ \hline \hline  & \multicolumn{2}{c}{Cluster 1, \(n=41\); Cluster 2, \(n=109\), Cluster 3, \(n=150\); \(\text{}^{***}\)\(p<0.01\); \(\text{}^{***}\)\(p<0.001\). Range in brackets, and number of items followed if applicable.} & & & & & \\ \end{tabular}
\end{table} 
Table 5: ANOVA of K-means cluster analysis results. An AI assistant could support students with time management difficulties, such as those with ADHD or executive functioning challenges, by prompting them to prepare for assignments or tutorials and notifying them of missed questions. It could also assist with referencing and transcription of dictation. AI has a high energy consumption, contributing to a significant carbon footprint. It's important to be transparent about this, as many students are concerned about climate change. (S3_023, Female, level 1, Business)  
Finally, the largest group of Cluster 3 learners (\(n=150\)) were labelled as _keen supporters of i-AIDA_. In general, these learners were relatively younger in comparison to the other two clusters, had a lower prior education qualification on average (66% had A-levels or below relative to 53% of Cluster 1 and 43% of Cluster 2), but had substantially more prior experience with GenAI in general and in education in particular. It should be noted that a unique feature of the OU is that in most Bachelor courses, students do not need specific prior qualifications to start their studies. AI could offer real-time feedback on coursework, helping identify areas for improvement before submission. It could also recommend resources based on study topics, supporting deeper exploration... Flexibility is key, especially for students balancing work, family, and studies. Data privacy is also crucial--students must feel secure when using AI in their studies. (S3_008, Male, level 1, Business)  
To help and provide an on-track timetable based on recommended study speed and pace. To determinate if I'm one track to hit my assessment deadline at the pace I'm working at. (S3_061, Male, level 1, Computing)  
Finally, in Table 6, the correlation matrix indicated that participants who had more (self-reported) prior experience with GenAI in general and GenAI in education in particular were, in general, more positive about AIDA (rho = 0.265; \(p<0.01\)) and i-AIDA in particular (rho = 0.280; \(p<0.01\)).