How assigned AI use before class shapes active student engagement in class
Voice AI class prep raised MBA students' later voluntary contributions by about 31%.
A preregistered field experiment randomly assigned 759 MBA students across ten course sections two of ten class sessions to prepare with a purpose-built voice AI discussion partner. After two uses, students made about 31% more voluntary contributions in each later session. Students who used the partner more reported greater comfort speaking and greater perceived learning, but not greater focus or motivation. The authors treat in-class discussion as an intermediate learning outcome rather than relying only on test scores.
- 759 MBA students were assigned AI prep for two of ten sessions
- Voluntary contributions rose about 31% after two uses
- Heavier use linked to speaking comfort and perceived learning
- No gain reported in focus or motivation
From the original article
1 min read at arxiv.orgAI learning tools are rapidly entering classrooms, but evidence about whether they help students learn is mixed and rests mostly on test scores. Comparatively less research addresses whether the use of AI changes students' live learning behaviors in class.
By Dan J. Wang · arxiv.org
A short excerpt; the article and its images belong to the publisher. Summary, key facts and assessment above are AI-written from the article and can be wrong.