Exploring the Effectiveness of AI Course Assistants on the Student Learning Experience
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| Title: | Exploring the Effectiveness of AI Course Assistants on the Student Learning Experience |
|---|---|
| Language: | English |
| Authors: | George Hanshaw (ORCID |
| Source: | Open Praxis. 2024 16(4):627-644. |
| Availability: | International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Instructional Effectiveness, Artificial Intelligence, Student Experience, Undergraduate Students, Undergraduate Study, Computer Assisted Instruction, Academic Achievement, Grades (Scholastic), Student Motivation, Self Efficacy, Student Attitudes, Learner Engagement, Natural Language Processing, Online Courses, Learning Strategies, Religion Studies, Introductory Courses, Psychology, Technology Uses in Education |
| Geographic Terms: | California (Los Angeles) |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| ISSN: | 1369-9997 2304-070X |
| Abstract: | This study examines the impact of AI course assistants on student learning experiences in online undergraduate courses at Los Angeles Pacific University. A controlled experiment involving 92 students across treatment and control groups was conducted to evaluate the effectiveness of AI assistants developed by Nectir. The treatment group had access to AI assistants, while the control group did not. The study measured grades, intrinsic motivation, self-efficacy, and students' perceptions of engagement, encouragement, and support. Results indicated that the AI course assistants significantly improved students' grades and intrinsic motivation, with moderate effect sizes observed. Self-efficacy also showed a significant positive impact, suggesting that AI course assistants can enhance students' confidence in their academic abilities. However, there were no statistically significant differences in students' feelings of engagement, encouragement, and support, potentially due to the high-touch model already in place at the university. The findings underscore the potential of AI technology to complement existing student support systems, providing continuous personalized assistance that can improve academic performance and intrinsic motivation. Further research is recommended to explore the long-term effects of AI course assistants and their interaction with other support mechanisms to optimize student outcomes and address equity gaps in online education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1456708 |
| Database: | ERIC |
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