Roles of artificial intelligence experience, information redundancy, and familiarity in shaping active learning: Insights from intelligent personal assistants
{"title":"Roles of artificial intelligence experience, information redundancy, and familiarity in shaping active learning: Insights from intelligent personal assistants","authors":"Shaofeng Wang, Zhuo Sun","doi":"10.1007/s10639-024-12895-6","DOIUrl":null,"url":null,"abstract":"<p>Artificial Intelligence (AI) is increasingly being integrated into educational settings, with Intelligent Personal Assistants (IPAs) playing a significant role. However, the psychological impact of these AI assistants on fostering active learning behaviors needs to be better understood. This research study addresses this gap by proposing a theoretical model to outline and predict active learning dynamics. Data was collected from 237 validated questionnaires and analyzed using partial least squares structural equation modeling. Our results confirm most hypotheses advanced in our model, and information redundancy has an unexpected negative and indirect influence on active learning, while perceived familiarity and system quality are positive drivers. Crucial mediators such as perceived usefulness, ease of use, and convenience significantly positively influence active learning outcomes. Interestingly, the relationship between perceived ease of use, perceived convenience, and active learning is positively moderated by AI experience. The most striking and unexpected finding of this study is the preference of university students for familiar systems over high-tech learning methods. This result challenges the common belief that the younger generation is always eager to adopt the latest technology. Instead, our findings suggest that students value convenience and familiarity over novelty in learning systems. This preference is reflected in their systematic evaluation, where convenience and familiarity are considered top priorities. This study provides valuable insights into the potential of AI to enrich the learning experience, thus making it especially relevant to professionals interested in artificial intelligence in international business education.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12895-6","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Artificial Intelligence (AI) is increasingly being integrated into educational settings, with Intelligent Personal Assistants (IPAs) playing a significant role. However, the psychological impact of these AI assistants on fostering active learning behaviors needs to be better understood. This research study addresses this gap by proposing a theoretical model to outline and predict active learning dynamics. Data was collected from 237 validated questionnaires and analyzed using partial least squares structural equation modeling. Our results confirm most hypotheses advanced in our model, and information redundancy has an unexpected negative and indirect influence on active learning, while perceived familiarity and system quality are positive drivers. Crucial mediators such as perceived usefulness, ease of use, and convenience significantly positively influence active learning outcomes. Interestingly, the relationship between perceived ease of use, perceived convenience, and active learning is positively moderated by AI experience. The most striking and unexpected finding of this study is the preference of university students for familiar systems over high-tech learning methods. This result challenges the common belief that the younger generation is always eager to adopt the latest technology. Instead, our findings suggest that students value convenience and familiarity over novelty in learning systems. This preference is reflected in their systematic evaluation, where convenience and familiarity are considered top priorities. This study provides valuable insights into the potential of AI to enrich the learning experience, thus making it especially relevant to professionals interested in artificial intelligence in international business education.
期刊介绍:
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.