<![CDATA[The increasing adoption of generative artificial intelligence (AI) in higher education has created new opportunities to enhance accounting learning outcomes. Despite growing interest in AI-assisted learning, empirical evidence regarding the effectiveness of AI tools in improving students’ financial statement preparation skills remains limited. This study examines whether the use of ChatGPT improves students’ ability to prepare financial statements. A quasi-experimental design employing a non-equivalent control group was conducted involving 34 fourth-semester accounting students at Universitas IBBI. Participants were divided into an experimental group using ChatGPT and a control group without AI assistance. Data were collected through essay-based tests and analyzed using an independent samples t-test. The findings reveal a significant difference between the groups, with students who used ChatGPT achieving higher performance in financial statement preparation than those in the control group. These results suggest that ChatGPT can serve as an effective learning support tool in accounting education by enhancing students’ understanding and application of accounting concepts. The findings also provide empirical support for the principles of Connectivism Theory, which emphasizes technology-enabled knowledge acquisition and learning. This study contributes to the emerging literature on AI in accounting education and offers practical insights for educators seeking to integrate AI tools into teaching and learning activities. Future research is encouraged to adopt regression-based or structural equation modelling approaches to better examine the causal mechanisms of ChatGPT on accounting learning outcomes, while also incorporating larger, multi-institutional samples to enhance generalizability. In addition, future studies should consider key individual factors such as AI literacy, self-efficacy, and learning motivation to provide a more comprehensive understanding of its effectiveness.]]>
