Exploring Adult Learners' Engagement with AI in Online Discussions across Different Levels of Critical Thinking
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| Title: | Exploring Adult Learners' Engagement with AI in Online Discussions across Different Levels of Critical Thinking |
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| Language: | English |
| Authors: | Lanyu Qin, Xi Lin |
| Source: | American Association for Adult and Continuing Education. 2025. |
| Availability: | American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Artificial Intelligence, Discussion (Teaching Technique), Critical Thinking, Computer Mediated Communication, Technology Uses in Education, Learning Strategies, Questionnaires, Adult Learning, Adult Students, Graduate Students, Online Courses |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| Abstract: | This study investigates how adult learners at different critical thinking levels engage with AI-assisted discussions. Using a critical thinking instrument adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) and open-ended questions from the Critical Incident Questionnaire (CIQ), we conducted cluster analysis to categorize 36 adult learners into higher-order thinking (HOT) and lower-order thinking (LOT) groups. Analysis guided by Bloom's Taxonomy revealed distinct engagement patterns: LOT students primarily used AI for idea generation and basic understanding, HOT students critically evaluated AI responses and integrated them into reflective discussions. Significant differences emerged in AI reliance and skepticism toward accuracy between groups. These findings contribute to AI in adult education research by showing how critical thinking levels shape learner interactions with AI tools. [For the full proceedings, see ED680798.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680846 |
| Database: | ERIC |
| Abstract: | This study investigates how adult learners at different critical thinking levels engage with AI-assisted discussions. Using a critical thinking instrument adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) and open-ended questions from the Critical Incident Questionnaire (CIQ), we conducted cluster analysis to categorize 36 adult learners into higher-order thinking (HOT) and lower-order thinking (LOT) groups. Analysis guided by Bloom's Taxonomy revealed distinct engagement patterns: LOT students primarily used AI for idea generation and basic understanding, HOT students critically evaluated AI responses and integrated them into reflective discussions. Significant differences emerged in AI reliance and skepticism toward accuracy between groups. These findings contribute to AI in adult education research by showing how critical thinking levels shape learner interactions with AI tools. [For the full proceedings, see ED680798.] |
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