A Study of AI-Supported Cross-Cultural Learning and Its Influence on Cross-Cultural Understanding, Learning Behaviour and Writing Performance of Learners in Authentic Contexts

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-02-18 DOI:10.1002/jcal.70208

Wu-Yuin Hwang, Thi-Rin-Gan Nguyen, Rustam Shadiev

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引用次数: 0

Abstract

Background

Cross-cultural understanding is essential in education as learners increasingly engage with diverse cultural perspectives. Although artificial intelligence (AI) tools like contextual recognition and real-time feedback offer personalised and adaptive support for these tasks, few studies have explored their role in fostering cross-cultural understanding within authentic learning environments.

Objectives

This study focused on how AI supported effective learning about traditional foods and clothing from four ethnic groups: Indonesian, Thai, Vietnamese, and Chinese to promote cross-cultural knowledge and engagement in real-world contexts.

Methods

A five-week quasi-experimental study was conducted with 25 graduate students (8 females, 17 males, aged 23–35) from four ethnic backgrounds: Indonesian, Thai, Vietnamese, and Chinese. All participants had advanced English proficiency and no prior cross-cultural learning experience. The AI X-Cultural App integrated six AI-supported features: authentic context recognition, sample sentence generation, scaffolding, inspirational question generation, feedback, and Q&A to support cross-cultural writing tasks. Data were collected from pre/post essays, system interaction logs, and interviews to assess cross-cultural understanding, learning behaviours, and user perceptions.

Results and Conclusions

The study yielded three key findings. First, students showed significant improvements in cross-cultural understanding after engaging with the X-Cultural AI app. Second, students' use of AI-generated questions and Image-to-Text Recognition (ITR) features strongly correlated with enhanced writing performance. Finally, interview responses revealed that participants perceived the app as highly supportive in fostering their cross-cultural learning. These qualitative and quantitative results together indicate the strong potential of AI-supported tools to help learners connect prior knowledge with new cultural information in real-world, authentic learning contexts.

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人工智能支持的跨文化学习及其对真实语境中学习者跨文化理解、学习行为和写作表现的影响研究

随着学习者越来越多地接触不同的文化视角，跨文化理解在教育中至关重要。尽管上下文识别和实时反馈等人工智能（AI）工具为这些任务提供了个性化和自适应的支持，但很少有研究探索它们在真实学习环境中促进跨文化理解方面的作用。本研究的重点是人工智能如何支持印度尼西亚、泰国、越南和中国四个民族的传统食品和服装的有效学习，以促进跨文化知识和现实世界背景下的参与。方法对印度尼西亚、泰国、越南、中国4个民族的25名研究生（女8名，男17名，年龄23-35岁）进行为期5周的准实验研究。所有参与者都具有高级英语水平，没有先前的跨文化学习经验。AI X-Cultural App集成了六个AI支持的功能：真实语境识别、样句生成、脚手架、励志问题生成、反馈和Q&；A，以支持跨文化写作任务。数据收集自前后论文、系统交互日志和访谈，以评估跨文化理解、学习行为和用户感知。结果与结论本研究有三个主要发现。首先，学生在参与x - culture人工智能应用程序后，在跨文化理解方面表现出显著的改善。其次，学生使用人工智能生成的问题和图像到文本识别（ITR）功能与提高写作成绩密切相关。最后，访谈回复显示，参与者认为该应用程序对促进他们的跨文化学习非常有帮助。这些定性和定量结果共同表明，人工智能支持的工具具有强大的潜力，可以帮助学习者在真实的学习环境中将先验知识与新文化信息联系起来。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope