Generative artificial intelligence and its impact on the inquiry community model amongst higher education students
DOI:
https://doi.org/10.62305/alcon.v6i4.1222Keywords:
Artificial intelligence; educational technology; higher education; learning; educational innovationAbstract
The integration of generative artificial intelligence into higher education has transformed the ways in which students access information, complete tasks and receive learning support. The aim of the study was to analyse the relationship between generative artificial intelligence and the CoI model among higher education students. A quantitative, non-experimental, cross-sectional study with an explanatory scope was conducted, using a sample of 147 students selected via non-probabilistic convenience sampling. Data were collected via two structured questionnaires and analysed using descriptive statistics, Pearson’s correlation and simple linear regression. The results showed a high rating of the academic usefulness, learning support and responsible use of generative artificial intelligence. A positive, strong and statistically significant relationship was identified between the two variables (r = 0.844; p < 0.001). The general model explained 71.2% of the variability in the ‘Community of Inquiry’, whilst the specific models showed greater explanatory power regarding the ‘teaching presence’, followed by the ‘cognitive presence’ and the ‘social presence’. The findings suggest that generative artificial intelligence can enhance the educational experience when integrated through intentional lesson planning and teacher support.
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