Discussing Exemplars with GenAI or Peers: The Role of Self-regulated Learning Strategies

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 4
  In Roundtable Session: Human–AI Collaboration and Dialogic Learning

Abstract

Dialogic use of exemplars has the potential to facilitate student learning; however, students sometimes encounter difficulties in approaching teachers or peers to discuss exemplars. Generative artificial intelligence (GenAI) could address these challenges by generating exemplars and constructing dialogues with students. This study compared the effect of dialogic use of exemplars with peers and GenAI on student academic performance and self-efficacy. We also examined how students’ self-regulated learning strategies moderate the effects. The findings showed that GenAI-assisted discussion of exemplars enhanced student self-efficacy compared with the traditional method, but no significant differences were revealed regarding academic performance. Students’ self-regulated learning strategies moderated the effect on student academic performance. Implications and suggestions for future studies were discussed.

Authors

• Jiahe Gu, The Education University of Hong Kong

• Dan SUN, The Education University of Hong Kong

• Zi Yan, The Education University of Hong Kong