Coachable moments with AI: Student perceptions of transformed assignments that include AI coaches using prompts and agents

As AI skills become a necessity for college students entering the modern workforce, colleges of business are responding by adding AI education in their curriculums. This study examines student perceptions of traditional assignments that were transformed to include AI coaching elements. This coaching was implemented using AI agents (custom GPTs) that students interacted with as well as assignments where students were given an AI prompt to upload instructing the AI to act as a coach. Overall, results indicate that the effectiveness of AI integration depends heavily on task design, particularly duration and stakes. Short, synchronous, and iterative AI-supported activities appear more beneficial than longer, high-pressure tasks. These findings offer guidance for faculty aiming to move beyond static instruction toward responsive, AI-driven coaching environments that better support student engagement and learning outcomes.