Artificial Intelligence Literacy and Student Learning Engagement: The Mediating Role of Self-Regulated Learning

期刊: 《Educational Guide》 DOI:10.64649/yh.eg.issn3078-4794.20260408 全文阅读 返回期刊

Jiang Shiyang

Harbin Institute of Information Technology，Harbin,Heilongjiang 150431, China.

摘要

This research explored the relationships among Chinese university students’ artificial intelligence literacy, self-regulated learning, and learning engagement. A cross-sectional questionnaire method was adopted, and 273 valid responses were collected (response rate 47.07%, 156 male and 117 female, age from 18 to 29 with SD = 1.34). The results showed that self-regulated learning plays a complete mediating role between artificial intelligence literacy and learning engagement, supporting the initial hypothesis of this research (IE = 0.23，95% CI [0.17,0.29]). Notably, different from previous studies, the data from this study indicated that the direct effect between artificial intelligence literacy and learning engagement was not significant, which highlights that in the process of supporting student learning engagement, in addition to enhancing teaching support related to artificial intelligence tools, attention should also be paid to students’ self-regulated learning.

关键词

Artificial Intelligence Literacy; Student Learning Engagement; Self-Regulated Learning; Mediating Effect

参考文献

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