Artificial intelligence (AI) has been widely adopted in higher education. However, the current research on AI in higher education is limited, lacking both breadth and depth. In the present study, we addressed this research gap by exploring students' perception of learning in AI-related courses facilitated by an open experiential AI platform. Specifically, we conducted 14 in-depth interviews with computer science and communication students gauging their perception of the integration of AI in an experiential learning platform to learn data science, as well as their perception of AI-powered data science curriculum in higher education. Findings revealed eight interconnected themes: regulation, balance, relevance, self-efficacy, comfortability, tangibility, application, and preparation. The findings of the present study have both theoretical and practical implications. Theoretically, they expand AI curriculum research by suggesting that real-world applications and experiential learning should be the core components to integrate into AI-related courses regardless of the discipline. Practically, the present study offers a valuable reference regarding the design of an AI-assisted online platform for students from different disciplines to learn AI.