An Experimental Investigation of the Effects of Generative Artificial Intelligence-Supported Learning on University Students' Academic Success, Learning Efficiency, and Critical Thinking Skills
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 100
- 主要终点
- Academic Achievement
研究概览
简要总结
This study is a randomized, controlled trial with a pre-test/post-test design, conducted to determine the effects of Generative AI (GenAI)-supported learning on academic achievement, learning efficiency, and critical thinking within a university setting. The study population consists of students from the Dialysis Program at Bingöl University's Vocational School of Health Services; the sample comprises 100 volunteer students who met the inclusion criteria and were randomly assigned to either an experimental group (n=50) or a control group (n=50). The experimental group will participate in a "Generative AI-Supported Learning Program" over the course of one month-meeting two days a week for a total of eight 60-minute sessions-covering topics ranging from effective prompting techniques to case analysis and academic ethics; meanwhile, the control group will continue with their routine educational activities. Data will be collected using a Demographic Information Form, the Academic Achievement Inventory, the Critical Thinking Disposition Scale, and the Artificial Intelligence Dependency Scale, and will be analyzed using biostatistical methods (t-tests, ANCOVA, and effect size calculations).
详细描述
Study Design and Methodology Type of Study: This study will be conducted as a randomized experimental design with a pretest-posttest control group to determine the impact of generative artificial intelligence-assisted learning on university students' academic achievement, learning efficiency, and critical thinking skills.
Setting and Time of Study: The study will be carried out with students enrolled in the Dialysis Program at Bingöl University Vocational School of Health Services. It is planned to be completed within approximately one month following the receipt of institutional permissions and approval from the Ethics Committee.
Population and Sample: The population of the study will consist of students studying in the Dialysis Program at Bingöl University Vocational School of Health Services. The sample will comprise a total of 100 students who voluntarily agree to participate in the study. Participants will be divided into two equal groups-50 in the experimental group and 50 in the control group-using a computer-assisted simple random randomization method.
Data Collection Tools: Demographic Information Form: Developed by the researchers in line with the literature, this form will be used to determine the sociodemographic and educational characteristics of the students. It will consist of approximately 10-15 items covering age, gender, grade level, cumulative grade point average (CGPA), daily internet usage time, generative AI usage status, frequency of use, purpose of use, and prior AI training.
Academic Success Inventory for College Students (ASICS): Originally developed by Prevatt, Roberson, and Peterson (2011) as the Academic Success Inventory for College Students (ASICS) to evaluate university students' behaviors, efforts, and performance perceptions related to academic success. The Turkish adaptation, validity, and reliability study was conducted by Orçanlı, Bekmezci, and Boztoprak (2021). In the adaptation study, confirmatory factor analysis for the first-order multi-factor model demonstrated good fit indices . The overall Cronbach's alpha internal consistency coefficient was reported as 0.937, indicating high internal reliability. Higher scores on this Likert-type scale indicate higher levels of academic achievement.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
入排标准
- 年龄范围
- 18 Months 至 25 Months（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Being an active undergraduate student enrolled in the university program/course during the study period
- •Willingness to voluntarily participate in the study and providing written informed consent
- •Having regular access to a digital device (e.g., smartphone, laptop, tablet) and an internet connection
- •Basic digital literacy to use educational software and AI tools
- •Agreeing to complete all course activities, pre-tests, and post-test
排除标准
- •Prior formal or advanced training in generative AI tools (e.g., prompt engineering certification)
- •Transfer students or students repeating the course who have prior experience with the course material
- •Having cognitive, visual, or physical impairments that prevent participation in online learning or completing evaluation surveys
- •Unwillingness to participate in the study or withdrawing consent at any stage
- •Missing more than 20% of the course sessions or failing to complete the outcome assessment tools (pre-test/post-test)
研究组 & 干预措施
Generative AI-Supported Education
Participants in the intervention group will receive a 4-week generative artificial intelligence (GenAI)-supported educational program integrated into the course curriculum. Students will use generative AI tools, such as ChatGPT, to support learning course content, develop study materials, solve subject-specific problems, access information, and enhance critical thinking skills under structured guidance and educational instructions provided by the researchers. The intervention will be delivered in 8 sessions over 4 weeks, with two sessions per week.
干预措施: Behavioral (Behavioral)
Standard Education
Participants in the control group will continue to receive the standard/traditional educational program for 4 weeks. No study-specific training, guidance, or structured intervention regarding the use of generative artificial intelligence tools will be provided. The course content, curriculum, educational duration, and assessment methods will be the same as those of the intervention group; however, generative AI-supported learning activities will not be implemented.
结局指标
主要结局
Academic Achievement
时间窗: Baseline (Week 0) and immediately after the intervention (Week 4)
Academic success will be assessed using the Academic Success Inventory for College Students (ASICS), developed by Prevatt et al. (2011) and adapted into Turkish by Orçanlı, Bekmezci, and Boztoprak (2021). The Turkish version consists of 46 items across 9 dimensions. Items are rated on a 7-point Likert scale ranging from 1 (Strongly Disagree) to 7 (Strongly Agree). Seventeen negatively worded items are reverse scored. The total score ranges from 46 to 322, and the unit of measurement is points. Higher scores indicate a higher level of academic success orientation and academic functioning.
次要结局
- Critical Thinking Disposition(Baseline (Week 0) and immediately after the intervention (Week 4))
研究者
Mahmut Coban
Assistant Professor
Bingol University