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Understanding the Relationship between Colleges Students' Artificial Intelligence Literacy and Higher Order Thinking Skills Using the 3P Model: The Mediating Roles of Behavioral Engagement and Peer Interaction

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Bibliographic Details
Title: Understanding the Relationship between Colleges Students' Artificial Intelligence Literacy and Higher Order Thinking Skills Using the 3P Model: The Mediating Roles of Behavioral Engagement and Peer Interaction
Language: English
Authors: Kaili Lu, Jianrong Zhu, Feng Pang, Rustam Shadiev (ORCID 0000-0001-5571-1158)
Source: Educational Technology Research and Development. 2025 73(2):693-716.
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: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Artificial Intelligence, Digital Literacy, Thinking Skills, Models, Peer Relationship, Cooperative Learning, Interaction, Ethics, Learner Engagement, Curriculum Design
DOI: 10.1007/s11423-024-10434-1
ISSN: 1042-1629
1556-6501
Abstract: Artificial Intelligence (AI) has brought about significant changes in our lives, making AI literacy a crucial endeavor for the future. Despite its growing importance in academia, there is limited empirical research on its impact on college students' higher order thinking skills (HOTS). The present study systematically and comprehensively explores the relationship between college students' AI literacy and HOTS using the 3P (Presage-process-product) model. In this model, students' AI literacy represents the presage factors, while behavioral engagement and peer interaction serves as the process factors, and HOTS is the product factor. We gathered data from a survey of 260 college students. We utilized structural equation modeling to analyze the relationships between the 3P factors. The results showed that both AI usage and AI evaluation directly influenced HOTS and also indirectly affected HOTS through the mediating role of behavioral engagement and peer interaction. Conversely, AI awareness and AI ethics showed no direct influence on HOTS, although AI awareness impacted HOTS via peer interaction mediation. The results of the study have several theoretical and practical implications. From a theoretical perspective, this study incorporates AI literacy, behavioral engagement, peer interaction, and HOTS within the 3P model framework, shedding light on their interrelations. On a practical note, the results emphasize the need to consider AI literacy, behavioral engagement, peer interaction when designing courses to enhance HOTS in the era of AI.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470802
Database: ERIC
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Abstract:Artificial Intelligence (AI) has brought about significant changes in our lives, making AI literacy a crucial endeavor for the future. Despite its growing importance in academia, there is limited empirical research on its impact on college students' higher order thinking skills (HOTS). The present study systematically and comprehensively explores the relationship between college students' AI literacy and HOTS using the 3P (Presage-process-product) model. In this model, students' AI literacy represents the presage factors, while behavioral engagement and peer interaction serves as the process factors, and HOTS is the product factor. We gathered data from a survey of 260 college students. We utilized structural equation modeling to analyze the relationships between the 3P factors. The results showed that both AI usage and AI evaluation directly influenced HOTS and also indirectly affected HOTS through the mediating role of behavioral engagement and peer interaction. Conversely, AI awareness and AI ethics showed no direct influence on HOTS, although AI awareness impacted HOTS via peer interaction mediation. The results of the study have several theoretical and practical implications. From a theoretical perspective, this study incorporates AI literacy, behavioral engagement, peer interaction, and HOTS within the 3P model framework, shedding light on their interrelations. On a practical note, the results emphasize the need to consider AI literacy, behavioral engagement, peer interaction when designing courses to enhance HOTS in the era of AI.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-024-10434-1