Academic Journal
Impact of Generative Artificial Intelligence on Learning: Scaffolding Strategies and Self-Directed Learning Perspectives.
| Τίτλος: | Impact of Generative Artificial Intelligence on Learning: Scaffolding Strategies and Self-Directed Learning Perspectives. |
|---|---|
| Συγγραφείς: | Kim, Hayeon, Hwang, Jaunghyun, Kim, Taeyoung, Choi, Mideum, Lee, Daeho, Ko, Jeongmin |
| Πηγή: | International Journal of Human-Computer Interaction; Mar2026, Vol. 42 Issue 5, p2965-2987, 23p |
| Θεματικοί όροι: | Generative artificial intelligence, Autodidacticism, Student satisfaction, Student engagement, Learning, Academic support programs, Self-efficacy |
| Περίληψη: | Generative artificial intelligence (GenAI) has penetrated various industries, including education. However, little research has studied the impact of such learning experiences in education. This study measured how the learning experiences of users varied depending on the type of scaffolding educational strategy provided by GenAI, and it identified whether learners' self-directedness moderated the effect of GenAI on learning satisfaction. It was determined that learning flow and self-efficacy increased learning satisfaction when GenAI was used with cognitive scaffolding methods. In addition, the effect of learning flow on learning satisfaction was greater for learners with strong self-directedness, while the effect of self-efficacy on learning satisfaction was more relevant for learners with weak self-directedness. [ABSTRACT FROM AUTHOR] |
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| Βάση Δεδομένων: | Complementary Index |
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