Unpacking the impact mechanism of generative AI-based learning analytics technology on student learning engagement: the mediating role of community of inquiry and the moderating role of digital literacy.
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| Title: | Unpacking the impact mechanism of generative AI-based learning analytics technology on student learning engagement: the mediating role of community of inquiry and the moderating role of digital literacy. |
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| Authors: | Dong, Hao1 (AUTHOR) donghao2024@xsyu.edu.cn, Chen, Ximeng2,3 (AUTHOR) chenximeng@nnnu.edu.cn, Shen, Jianglong4 (AUTHOR) shen@edu.email.cn |
| Source: | International Journal of Educational Technology in Higher Education. 4/24/2026, Vol. 23 Issue 1, p1-35. 35p. |
| Subject Terms: | *Learning analytics, *Community of inquiry, *Mixed methods research, *Higher education, *Generative artificial intelligence, *Student engagement, *Digital literacy, Resource-based theory of the firm |
| Abstract: | This study investigates how generative AI-based learning analytics technology (GLAT) influences university students' learning engagement through the mediating role of the Community of Inquiry (CoI), and how digital literacy moderates this relationship. Grounded in the Resource-Based View (RBV) and CoI framework, the research explores the mechanism through which intelligent learning resources are transformed into learning behaviors, complementing classic learning theories with a unified "resource-capability-performance" analytical framework. Employing a mixed-methods design, data were collected through a two-phase survey (n = 400) and semi-structured interviews (n = 12). Partial least squares structural equation modeling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA) were used to systematically examine the relationships among GLAT, the three dimensions of CoI (cognitive presence, social presence, and teaching presence), digital literacy, and learning engagement. The findings reveal that: (1) GLAT has a significant direct effect on learning engagement; (2) the three dimensions of CoI partially mediate the relationship between GLAT and learning engagement; (3) digital literacy positively moderates the effect of GLAT on each CoI dimension; (4) digital literacy positively moderates the direct effect of GLAT on learning engagement; and (5) fsQCA identifies four sufficient configurations leading to high learning engagement, highlighting a multifaceted mechanism encompassing technology, interaction, and capability. This study enriches the application of RBV and CoI in intelligent learning environments and offers theoretical and practical implications for enhancing GLAT design and student support strategies in higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193282880 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Unpacking the impact mechanism of generative AI-based learning analytics technology on student learning engagement: the mediating role of community of inquiry and the moderating role of digital literacy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dong%2C+Hao%22">Dong, Hao</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> donghao2024@xsyu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Chen%2C+Ximeng%22">Chen, Ximeng</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<i> chenximeng@nnnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Shen%2C+Jianglong%22">Shen, Jianglong</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> shen@edu.email.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Educational+Technology+in+Higher+Education%22">International Journal of Educational Technology in Higher Education</searchLink>. 4/24/2026, Vol. 23 Issue 1, p1-35. 35p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+analytics%22">Learning analytics</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+of+inquiry%22">Community of inquiry</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Generative+artificial+intelligence%22">Generative artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Resource-based+theory+of+the+firm%22">Resource-based theory of the firm</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates how generative AI-based learning analytics technology (GLAT) influences university students' learning engagement through the mediating role of the Community of Inquiry (CoI), and how digital literacy moderates this relationship. Grounded in the Resource-Based View (RBV) and CoI framework, the research explores the mechanism through which intelligent learning resources are transformed into learning behaviors, complementing classic learning theories with a unified "resource-capability-performance" analytical framework. Employing a mixed-methods design, data were collected through a two-phase survey (n = 400) and semi-structured interviews (n = 12). Partial least squares structural equation modeling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA) were used to systematically examine the relationships among GLAT, the three dimensions of CoI (cognitive presence, social presence, and teaching presence), digital literacy, and learning engagement. The findings reveal that: (1) GLAT has a significant direct effect on learning engagement; (2) the three dimensions of CoI partially mediate the relationship between GLAT and learning engagement; (3) digital literacy positively moderates the effect of GLAT on each CoI dimension; (4) digital literacy positively moderates the direct effect of GLAT on learning engagement; and (5) fsQCA identifies four sufficient configurations leading to high learning engagement, highlighting a multifaceted mechanism encompassing technology, interaction, and capability. This study enriches the application of RBV and CoI in intelligent learning environments and offers theoretical and practical implications for enhancing GLAT design and student support strategies in higher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1186/s41239-026-00591-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 35 StartPage: 1 Subjects: – SubjectFull: Learning analytics Type: general – SubjectFull: Community of inquiry Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Higher education Type: general – SubjectFull: Generative artificial intelligence Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Resource-based theory of the firm Type: general Titles: – TitleFull: Unpacking the impact mechanism of generative AI-based learning analytics technology on student learning engagement: the mediating role of community of inquiry and the moderating role of digital literacy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dong, Hao – PersonEntity: Name: NameFull: Chen, Ximeng – PersonEntity: Name: NameFull: Shen, Jianglong IsPartOfRelationships: – BibEntity: Dates: – D: 24 M: 04 Text: 4/24/2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 23659440 Numbering: – Type: volume Value: 23 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Educational Technology in Higher Education Type: main |
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