Beyond the "Wow" Factor: Using Generative AI for Increasing Generative Sense-Making

Autor/inn/en	Guido Makransky; Ban M. Shiwalia; Tue Herlau; Steven Blurton
Titel	Beyond the "Wow" Factor: Using Generative AI for Increasing Generative Sense-Making
Quelle	In: Educational Psychology Review, 37 (2025) 3, Artikel 60Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Guido Makransky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-025-10039-x
Schlagwörter	Forschungsbericht; Artificial Intelligence; Technology Uses in Education; Learning Processes; College Students; Intelligent Tutoring Systems; High School Students; Trust (Psychology); Learner Engagement; Self Efficacy; Educational Psychology + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning process; Lernprozess; Collegestudent; Intelligentes Tutorsystem; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Erziehungspsychologie; Pädagogische Psychologie
Abstract	Generative artificial intelligence (GenAI) has emerged as a transformative tool in education, offering scalable individualized learning. However, there is a lack of theoretically informed and methodologically rigorous research on how GenAI can effectively augment learning. This manuscript addresses this gap by investigating the potential of a theory-informed GenAI chatbot, ChatTutor--designed for students--to facilitate generative sense-making by leveraging principles from generative learning theory. The study aimed to (1) extend theory by proposing how GenAI can support generative sense-making and (2) test its effects on conceptual knowledge, self-efficacy, and trust post-use and on conceptual knowledge, enjoyment, and behavioral intentions in a delayed follow-up. We conducted two between-subjects design experiments. Study 1 was a pre-registered experiment with 175 university students in an authentic cognitive psychology course, comparing ChatTutor with a generic GenAI system (ChatGPT) and a teaching-as-usual control. Study 2 replicated the design with 234 high school students, comparing ChatTutor to ChatGPT, and a re-study control. Results showed that ChatTutor significantly enhanced trust and enjoyment in both studies, and behavioral intentions in Study 1, compared to ChatGPT. It also improved conceptual knowledge over ChatGPT immediately in both studies and at follow-up in Study 2. ChatTutor outperformed the control condition in conceptual knowledge, although this difference was only significant in the follow-up of Study 1 and the immediate test of Study 2. Differences in self-efficacy were not significant. The research underscores the importance of integrating human-centered design and educational psychology theories into GenAI applications and offers directions for future research and practice. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08