Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

• Published in: Systems (Basel) 2024-02, Vol.12 (3), p.74
• Main Authors: Jia, Xi-Hui, Tu, Jui-Che
• Format: Article
• Language: English
• Subjects: Academic achievement; AI capability; Artificial intelligence; Awareness; Cognition; Cognition & reasoning; Cognitive ability; College students; Colleges & universities; Core competencies; Critical thinking; critical thinking awareness; Decision making; Distance learning; Educational aspects; Effectiveness; general self-efficacy; Higher education; Higher education institutions; Infrastructure; learning motivation; Methods; Modernization; Motivation in education; Online instruction; Pandemics; Pedagogy; Personalized learning; Self-efficacy; Self-efficacy (Psychology); Skills; Social factors; Student participation; Students; Technology application; University students
• ISSN: 2079-8954; 2079-8954
• DOI: 10.3390/systems12030074

In the aftermath of the COVID-19 pandemic, college students have faced various challenges that could negatively impact their critical thinking abilities due to disruptions to education, increased stress and anxiety, less social interaction, and the advancement of distance learning relying more heavily on digital tools. With the increasing integration of AI technology across sectors, higher education institutions have deployed various AI capabilities for intelligent campuses and modernized teaching. However, how to fully utilize AI capabilities to promote students’ thinking awareness on learning effectiveness is still not clear, as critical thinking is an essential skill set holding significant implications for college students’ development. This research adopts the resource-based theory (RBT) to conceptualize the university as a unified entity of artificial intelligence (AI) resources. It aims to investigate whether AI capabilities can foster critical thinking awareness among students by enhancing general self-efficacy and learning motivation. In particular, it examines the causal relationships between AI capabilities, general self-efficacy, motivation and critical thinking awareness. Primary data was collected through a questionnaire administered to 637 college students. Structural equation modeling was employed to test hypotheses pertaining to causality. The results showed that AI capabilities could indirectly enhance students’ critical thinking awareness by strengthening general self-efficacy and learning motivation, but the effect on critical thinking awareness was not significant. Meanwhile, general self-efficacy significantly affected the formation of learning motivation and critical thinking awareness. This indicates that AI capabilities are able to reshape the cognitive learning process, but its direct influence on thinking awareness needs to be viewed with caution. This study explored the role of AI capabilities in education from the perspective of organizational capabilities. It not only proves how AI facilitates cognition, but also discovered the important mediating role of general self-efficacy and motivation in this process. This finding explains the inherent connections between the mechanism links. Furthermore, the study expands research on AI capabilities research from the technical level to the educational field. It provides a comprehensive and in-depth theoretical explanation theoretically, guiding the practice and application of AI in edu