Enhancing Flipped Learning With Convergent Feedback: The Impact of GPTutor on Knowledge Construction, Motivation and Engagement in Higher Education

IF 5.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Education Pub Date : 2026-02-22 DOI:10.1111/ejed.70527

Hsin-Yu Lee, Pin-Hui Li, Pei-Hua Chen, Yueh-Min Huang, Ting-Ting Wu

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引用次数: 0

Abstract

While flipped learning promotes active learning in higher education, students often struggle with self-regulation and motivation when facing complex content. Traditional search engines provide divergent feedback that can increase cognitive load and impede learning effectiveness. This study examined the impact of GPTutor, an AI-powered tool integrating ChatGPT and Apple's Shortcuts to provide convergent feedback, on knowledge construction, motivation and engagement. Using a quasi-experimental design, 72 Taiwanese educational technology students were divided into control (Google search) and experimental (GPTutor) groups. ANCOVA and t-tests revealed that GPTutor significantly improved post-test scores (F = 7.99, p < 0.01), intrinsic motivation (t = 2.993, p < 0.01) and reduced amotivation (t = −2.307, p < 0.05). The experimental group also demonstrated higher cognitive, behavioural and emotional engagement (all p < 0.01). The findings suggest that AI-powered convergent feedback can enhance flipped learning effectiveness in higher education, particularly for complex interdisciplinary content.

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用收敛反馈强化翻转学习：GPTutor对高等教育知识建构、动机和参与的影响

虽然翻转学习在高等教育中促进了主动学习，但学生在面对复杂的内容时往往难以自我调节和动力。传统的搜索引擎提供发散性的反馈，会增加认知负荷，阻碍学习效率。这项研究考察了GPTutor对知识构建、动机和参与度的影响。GPTutor是一款人工智能工具，集成了ChatGPT和苹果的快捷键，提供聚合反馈。采用准实验设计，将72名台湾教育技术学生分为对照组（谷歌search）和实验组（GPTutor）。ANCOVA和t检验显示，GPTutor显著提高了测试后成绩（F = 7.99, p < 0.01），显著提高了内在动机（t = 2.993, p < 0.01），显著降低了动机（t = - 2.307, p < 0.05）。实验组也表现出更高的认知、行为和情感投入（p < 0.01）。研究结果表明，人工智能支持的收敛反馈可以提高高等教育中的翻转学习效果，特别是对于复杂的跨学科内容。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.