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<p>The objective of this study is to evaluate the influence of human-AI co-creation on learning effectiveness and to assess the intermediary role of Engagement, Thinking Skills, and Knowledge Co-creation. A survey instrument was employed in this empirical study, designed by combining Self-Determination Theory, Connectivism, and Constructivism. The data was collected through a questionnaire from 415 Gen Z adults. PLS-SEM technique was used to carry out quantitative analysis. The results pointed out a significant association between students’ psychological need satisfaction and Cognitive Engagement, with the effect of Perceived Autonomy and Perceived Competence evenly balanced, while Perceived Relatedness wielded a stronger influence on Cognitive Engagement. The findings also unveiled that AI interaction quality had a better influence on Cognitive engagement compared to Trust in AI and perceived agency of AI. Furthermore, the results demonstrated a significant positive impact of Cognitive Engagement on the development of thinking skills. This consequently influenced knowledge co-creation, ultimately leading to enhanced learning effectiveness. This study has implications for educational setups and training organizations to adopt Gen AI for co-creation, and guides policymakers in designing relevant policies to responsibly use Gen AI for co-creation.</p>

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Human–AI co-creation among Gen Z to build knowledge and learning effectiveness

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月11日

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  • Dhanya Pramod

摘要

The objective of this study is to evaluate the influence of human-AI co-creation on learning effectiveness and to assess the intermediary role of Engagement, Thinking Skills, and Knowledge Co-creation. A survey instrument was employed in this empirical study, designed by combining Self-Determination Theory, Connectivism, and Constructivism. The data was collected through a questionnaire from 415 Gen Z adults. PLS-SEM technique was used to carry out quantitative analysis. The results pointed out a significant association between students’ psychological need satisfaction and Cognitive Engagement, with the effect of Perceived Autonomy and Perceived Competence evenly balanced, while Perceived Relatedness wielded a stronger influence on Cognitive Engagement. The findings also unveiled that AI interaction quality had a better influence on Cognitive engagement compared to Trust in AI and perceived agency of AI. Furthermore, the results demonstrated a significant positive impact of Cognitive Engagement on the development of thinking skills. This consequently influenced knowledge co-creation, ultimately leading to enhanced learning effectiveness. This study has implications for educational setups and training organizations to adopt Gen AI for co-creation, and guides policymakers in designing relevant policies to responsibly use Gen AI for co-creation.