Date
Publisher
arXiv
The integration of Generative AI (GenAI) into education has raised concerns
about over-reliance and superficial learning, particularly in writing tasks in
higher education. This study explores whether a theory-driven learning
analytics dashboard (LAD) can enhance human-AI collaboration in the academic
writing task by improving writing knowledge gains, fostering self-regulated
learning (SRL) skills and building different human-AI dialogue characteristics.
Grounded in Zimmerman's SRL framework, the LAD provided real-time feedback on
learners' goal-setting, writing processes and reflection, while monitoring the
quality of learner-AI interactions. A quasi-experiment was conducted involving
52 postgraduate students divided into an experimental group (EG) using the LAD
to a control group (CG) without it in a human-AI collaborative writing task.
Pre- and post- knowledge tests, questionnaires measuring SRL and cognitive
load, and students' dialogue data with GenAI were collected and analyzed.
Results showed that the EG achieved significantly higher writing knowledge
gains and improved SRL skills, particularly in self-efficacy and cognitive
strategies. However, the EG also reported increased test anxiety and cognitive
load, possibly due to heightened metacognitive awareness. Epistemic Network
Analysis revealed that the EG engaged in more reflective, evaluative
interactions with GenAI, while the CG focused on more transactional and
information-seeking exchanges. These findings contribute to the growing body of
literature on the educational use of GenAI and highlight the importance of
designing interventions that complement GenAI tools, ensuring that technology
enhances rather than undermines the learning process.
Study at a glance
- Question: Can a learning dashboard improve how students collaborate with AI during writing tasks?
- Setting and data: Higher education, 52 postgraduate students.
- Method: Quasi-experiment comparing students using a learning dashboard to a control group without it.
Why it matters
The integration of Generative AI into education has raised concerns about over-reliance and superficial learning in writing tasks. It remains to be explored whether theory-driven learning analytics dashboards can enhance human-AI collaboration and foster self-regulated learning skills.
Key findings
- In a study of 52 postgraduate students writing with generative AI, a feedback dashboard significantly improved writing knowledge gains and self-regulated learning skills.
- Students using the dashboard engaged in more reflective, evaluative interactions with generative AI, whereas unassisted students focused on transactional, information-seeking exchanges.
- Students using the dashboard reported increased test anxiety and cognitive load, possibly due to heightened awareness of their own learning processes.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
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