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<p>Generative Artificial Intelligence (AI) has introduced a new tool to the educational environment that can be used in multiple ways by both teachers and students. This study employed a within-subjects design to verify whether Generative AI can enhance students’ learning satisfaction, self-efficacy, and learning outcomes. Twenty college students participated in two rounds of experiments: the Teacher Assistance Group, where 20 students completed the test with the assistance of one teacher; the Generative AI Assistance Group, where 20 students could all have a Generative AI tool to assist in completing the test. The results showed that there was no significant difference in students’ learning satisfaction between the Teacher Assistance Group and the Generative AI Assistance Group. Furthermore, students in the Teacher Assistance Group demonstrated higher self-efficacy. However, students achieved higher learning outcomes with the assistance of Generative AI. This study highlights the potential of Generative AI in enhancing students’ learning and test completion and provides insights into the future application scenarios of Generative AI in education. </p>

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The impact of Generative AI on students’ learning: a study of learning satisfaction, self-efficacy and learning outcomes

  • 期刊论文

  • 发表日期：

    2025年7月7日

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  • Xiaozhe Yang,
  • Xin Liu,
  • Yihe Gao

摘要

Generative Artificial Intelligence (AI) has introduced a new tool to the educational environment that can be used in multiple ways by both teachers and students. This study employed a within-subjects design to verify whether Generative AI can enhance students’ learning satisfaction, self-efficacy, and learning outcomes. Twenty college students participated in two rounds of experiments: the Teacher Assistance Group, where 20 students completed the test with the assistance of one teacher; the Generative AI Assistance Group, where 20 students could all have a Generative AI tool to assist in completing the test. The results showed that there was no significant difference in students’ learning satisfaction between the Teacher Assistance Group and the Generative AI Assistance Group. Furthermore, students in the Teacher Assistance Group demonstrated higher self-efficacy. However, students achieved higher learning outcomes with the assistance of Generative AI. This study highlights the potential of Generative AI in enhancing students’ learning and test completion and provides insights into the future application scenarios of Generative AI in education.