Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic?
The concept of Artificial Intelligence (AI), born as the possibility of simulating the human brain's learning capabilities, quickly evolves into one of the educational technology concepts that provide tools for students to better themselves in a plethora of areas. Unlike the previous educationa...
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| Format: | Article |
| Language: | English |
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Elsevier
2023-01-01
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| Series: | Computers and Education: Artificial Intelligence |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666920X23000073 |
| _version_ | 1797799902310301696 |
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| author | José Luis Martín-Núñez Anil Yasin Ar Rodrigo Pérez Fernández Asad Abbas Danica Radovanović |
| author_facet | José Luis Martín-Núñez Anil Yasin Ar Rodrigo Pérez Fernández Asad Abbas Danica Radovanović |
| author_sort | José Luis Martín-Núñez |
| collection | DOAJ |
| description | The concept of Artificial Intelligence (AI), born as the possibility of simulating the human brain's learning capabilities, quickly evolves into one of the educational technology concepts that provide tools for students to better themselves in a plethora of areas. Unlike the previous educational technology iterations, which are limited to instrumental use for providing platforms to build learning applications, AI has proposed a unique education laboratory by enabling students to explore an instrument that functions as a dynamic system of computational concepts. However, the extent of the implications of AI adaptation in modern education is yet to be explored. Motivated to fill the literature gap and to consider the emerging significance of AI in education, this paper aims to analyze the possible intertwined relationship between students’ intrinsic motivation for learning Artificial Intelligence during the COVID-19 pandemic; the relationship between students’ computational thinking and understanding of AI concepts; and the underlying dynamic relation, if existing, between AI and computational thinking building efforts. To investigate the mentioned relationships, the present empirical study employs mediation analysis based upon collected 137 survey data from Universidad Politécnica de Madrid students in the Institute for Educational Science and the School of Naval Architecture and Marine Engineering during the first quarter of 2022. Findings show that intrinsic motivation mediates the relationship between perceived Artificial Intelligence learning and computational thinking. Also, the research indicates that intrinsic motivation has a significant relationship with computational thinking and perceived Artificial Intelligence learning. |
| first_indexed | 2024-03-13T04:26:57Z |
| format | Article |
| id | doaj.art-7a72d5fbdbb346a5ba2ff514898c263e |
| institution | Directory Open Access Journal |
| issn | 2666-920X |
| language | English |
| last_indexed | 2024-03-13T04:26:57Z |
| publishDate | 2023-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education: Artificial Intelligence |
| spelling | doaj.art-7a72d5fbdbb346a5ba2ff514898c263e2023-06-20T04:21:15ZengElsevierComputers and Education: Artificial Intelligence2666-920X2023-01-014100128Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic?José Luis Martín-Núñez0Anil Yasin Ar1Rodrigo Pérez Fernández2Asad Abbas3Danica Radovanović4Institute for Education Sciences, Universidad Politécnica de Madrid, Madrid, SpainSchool of Business, Department of International Business and Logistics, Tecnológico de Monterrey, Querétaro, MexicoSchool of Naval Architecture and Marine Oceanic Engineering, Universidad Politécnica de Madrid, Madrid, SpainWriting Lab, Institute for the Future of Education, Tecnológico de Monterrey, Monterrey, Mexico; School of Government and Public Transformation, Tecnológico de Monterrey, San Pedro Garza García, Mexico; Corresponding author. Writing Lab, Institute for the Future of Education, Tecnológico de Monterrey, Monterrey, NL, 64849, Mexico.Department of Technology Systems, University of Oslo, Oslo, NorwayThe concept of Artificial Intelligence (AI), born as the possibility of simulating the human brain's learning capabilities, quickly evolves into one of the educational technology concepts that provide tools for students to better themselves in a plethora of areas. Unlike the previous educational technology iterations, which are limited to instrumental use for providing platforms to build learning applications, AI has proposed a unique education laboratory by enabling students to explore an instrument that functions as a dynamic system of computational concepts. However, the extent of the implications of AI adaptation in modern education is yet to be explored. Motivated to fill the literature gap and to consider the emerging significance of AI in education, this paper aims to analyze the possible intertwined relationship between students’ intrinsic motivation for learning Artificial Intelligence during the COVID-19 pandemic; the relationship between students’ computational thinking and understanding of AI concepts; and the underlying dynamic relation, if existing, between AI and computational thinking building efforts. To investigate the mentioned relationships, the present empirical study employs mediation analysis based upon collected 137 survey data from Universidad Politécnica de Madrid students in the Institute for Educational Science and the School of Naval Architecture and Marine Engineering during the first quarter of 2022. Findings show that intrinsic motivation mediates the relationship between perceived Artificial Intelligence learning and computational thinking. Also, the research indicates that intrinsic motivation has a significant relationship with computational thinking and perceived Artificial Intelligence learning.http://www.sciencedirect.com/science/article/pii/S2666920X23000073Artificial intelligenceComputational thinkingCOVID-19Educational innovationE-learningHigher education |
| spellingShingle | José Luis Martín-Núñez Anil Yasin Ar Rodrigo Pérez Fernández Asad Abbas Danica Radovanović Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic? Computers and Education: Artificial Intelligence Artificial intelligence Computational thinking COVID-19 Educational innovation E-learning Higher education |
| title | Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic? |
| title_full | Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic? |
| title_fullStr | Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic? |
| title_full_unstemmed | Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic? |
| title_short | Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic? |
| title_sort | does intrinsic motivation mediate perceived artificial intelligence ai learning and computational thinking of students during the covid 19 pandemic |
| topic | Artificial intelligence Computational thinking COVID-19 Educational innovation E-learning Higher education |
| url | http://www.sciencedirect.com/science/article/pii/S2666920X23000073 |
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