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<p>This study assesses the impact of Moodle AI-powered chatbots and metacognitive teaching approaches on the academic performance of tertiary Business education students. Using a quasi-experimental pre-test/post-test control design and Activity theory, 83 final-year Business education students were sampled from a total of 324. Data were collected using a Performance Ability Test (PAT) and analyzed with means and standard deviations. Results indicate that students taught with AI-powered chatbots showed significantly higher performance compared to those taught with metacognitive approaches. The study suggests integrating Moodle-powered AI chatbots into Business education to enhance teaching and learning effectiveness in Nigerian tertiary institutions.</p>

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AI in education: Evaluating the impact of moodle AI-powered chatbots and metacognitive teaching approaches on academic performance of higher Institution Business Education students

  • 期刊论文

  • 发表日期：

    2025年1月9日

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  • Huanhui Chen,
  • Clinton Chidiebere Anyanwu

摘要

This study assesses the impact of Moodle AI-powered chatbots and metacognitive teaching approaches on the academic performance of tertiary Business education students. Using a quasi-experimental pre-test/post-test control design and Activity theory, 83 final-year Business education students were sampled from a total of 324. Data were collected using a Performance Ability Test (PAT) and analyzed with means and standard deviations. Results indicate that students taught with AI-powered chatbots showed significantly higher performance compared to those taught with metacognitive approaches. The study suggests integrating Moodle-powered AI chatbots into Business education to enhance teaching and learning effectiveness in Nigerian tertiary institutions.