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Development and Validation of the Perceived Interactivity of Learner-AI Interaction Scale

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Title: Development and Validation of the Perceived Interactivity of Learner-AI Interaction Scale
Language: English
Authors: Feifei Wang, Alan C. K. Cheung (ORCID 0000-0002-9013-1586), Ching Sing Chai (ORCID 0000-0002-6298-4813), Jin Liu (ORCID 0000-0001-7066-1400)
Source: Education and Information Technologies. 2025 30(4):4607-4638.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 32
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Test Construction, Test Validity, Interaction, Artificial Intelligence, Man Machine Systems, Personal Autonomy, Learner Engagement, Individualized Instruction, College Students, Foreign Countries, Intention
Geographic Terms: China
DOI: 10.1007/s10639-024-12963-x
ISSN: 1360-2357
1573-7608
Abstract: As learners are able to perceive interactivity when interacting with instructors or peer learners in traditional learning environments, learners are similarly able to perceive interactivity when interacting with artificial intelligence (AI) in AI-supported learning environments. Advancements in AI, such as generative AI including ChatGPT and Midjourney, enhance learners' perceived interactivity, thereby facilitating learning through AI-enabled interaction. However, there is no scale in education for measuring perceived interactivity of learner-AI interaction. This study develops a 17-item scale to assess the extent to which a learner perceives interactivity with AI from four dimensions: responsiveness, personalization, learner control, and learning engagement. The sample group included 422 Chinese university students for the first application and 306 university students for the second application. Both the exploratory factor analysis and the confirmatory factor analysis verified the factor structure of the scale. The Cronbach's alpha value for the whole scale was 0.948, whereas the Cronbach's alpha values for the four dimensions ranged between 0.820 and 0.915. Results suggested that this scale was a reliable and valid instrument. This study also found that perceived interactivity of learner-AI interaction was significantly associated with AI tools, learners' behavioral intentions to use AI in learning, months of using AI in learning, and average duration of using AI in learning each time, and not associated with ages, genders, education levels, and fields of education. Finally, theoretical and practical implications are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462588
Database: ERIC
FullText Text:
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  Data: Development and Validation of the Perceived Interactivity of Learner-AI Interaction Scale
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  Data: <searchLink fieldCode="AR" term="%22Feifei+Wang%22">Feifei Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Alan+C%2E+K%2E+Cheung%22">Alan C. K. Cheung</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9013-1586">0000-0002-9013-1586</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ching+Sing+Chai%22">Ching Sing Chai</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6298-4813">0000-0002-6298-4813</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jin+Liu%22">Jin Liu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7066-1400">0000-0001-7066-1400</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2025 30(4):4607-4638.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 32
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  Data: <searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Man+Machine+Systems%22">Man Machine Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1007/s10639-024-12963-x
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  Data: 1360-2357<br />1573-7608
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  Label: Abstract
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  Data: As learners are able to perceive interactivity when interacting with instructors or peer learners in traditional learning environments, learners are similarly able to perceive interactivity when interacting with artificial intelligence (AI) in AI-supported learning environments. Advancements in AI, such as generative AI including ChatGPT and Midjourney, enhance learners' perceived interactivity, thereby facilitating learning through AI-enabled interaction. However, there is no scale in education for measuring perceived interactivity of learner-AI interaction. This study develops a 17-item scale to assess the extent to which a learner perceives interactivity with AI from four dimensions: responsiveness, personalization, learner control, and learning engagement. The sample group included 422 Chinese university students for the first application and 306 university students for the second application. Both the exploratory factor analysis and the confirmatory factor analysis verified the factor structure of the scale. The Cronbach's alpha value for the whole scale was 0.948, whereas the Cronbach's alpha values for the four dimensions ranged between 0.820 and 0.915. Results suggested that this scale was a reliable and valid instrument. This study also found that perceived interactivity of learner-AI interaction was significantly associated with AI tools, learners' behavioral intentions to use AI in learning, months of using AI in learning, and average duration of using AI in learning each time, and not associated with ages, genders, education levels, and fields of education. Finally, theoretical and practical implications are discussed.
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