Content area
The growing integration of generative artificial intelligence (GenAI) tools in higher education has potential to transform learning experiences. However, empirical research comparing GenAI-supported learning with traditional instruction lags behind these developments. This study addresses this gap through a controlled experiment involving 96 undergraduate computer science students in a Database Management course. Participants experienced either GenAI-supported or traditional instructions while learning the same concept. Data were collected through questionnaires, quizzes, and interviews. Analyses were grounded in self-determination theory (SDT), which posits that effective learning environments support autonomy, competence, and relatedness. Quantitative findings revealed significantly more positive learning experiences with GenAI tools, particularly enhancing autonomy through personalized pacing and increased accessibility. Competence was supported, reflected in shorter study times with no significant achievement differences between approaches. Students performed better on moderately difficult questions using GenAI, indicating that GenAI may bolster conceptual understanding. However, interviews with 11 participants revealed limitations in supporting relatedness. While students appreciated GenAI’s efficiency and availability, they preferred instructor-led sessions for emotional engagement and support with complex problems. This study contributes to the theoretical extension of SDT in technology-mediated learning contexts and offers practical guidance for optimal GenAI integration.
Details
Literature Reviews;
Competence;
Instructional Innovation;
Learning Motivation;
Influence of Technology;
Conventional Instruction;
Active Learning;
Learning Strategies;
Learning Processes;
Academic Achievement;
Learning Experience;
Personal Autonomy;
Individualized Instruction;
Goal Orientation;
Blended Learning;
Artificial Intelligence;
In Person Learning;
Student Motivation;
Outcomes of Education;
Opportunities;
Problem Solving;
Learner Engagement;
Higher Education;
Classroom Environment
1 Faculty of Engineering, Ruppin Academic Center, Emek Hefer 4025000, Israel; [email protected] (R.Z.-G.); [email protected] (N.V.), The Center for Research in Technological and Engineering Education, Ruppin Academic Center, Emek Hefer 4025000, Israel
2 Faculty of Instructional Technologies, Holon Institute of Technology, Holon 5810201, Israel; [email protected], The Center for Research in Technological and Engineering Education, Ruppin Academic Center, Emek Hefer 4025000, Israel