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

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 sam...

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Veröffentlicht in:	Education and information technologies Jg. 30; H. 9; S. 12197 - 12212
Hauptverfasser:	Chen, Huanhui, Anyanwu, Clinton Chidiebere
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	New York Springer US 01.06.2025 Springer Nature B.V
Schlagworte:	Academic Achievement Artificial intelligence Business Education Capacity Building Chatbots Citation Indexes Collaboration Computer Appl. in Social and Behavioral Sciences Computer Oriented Programs Computer Science Computers and Education Cooperative Learning Critical Thinking Cultural Influences Database Management Systems Decision Making Education Educational Environment Educational Strategies Educational Technology Elementary Secondary Education Influence of Technology Information Systems Applications (incl.Internet) Learner Engagement Learning Activities Learning Experience Literature Reviews Metacognition Organizational Objectives Problem Solving Skill Development Social Action Student Characteristics Teachers User Interfaces and Human Computer Interaction AI-powered Chatbot Artificial Intelligence (AI) Metacognitive teaching strategies Moodle technology Activity theory Business Education
ISSN:	1360-2357, 1573-7608
Online-Zugang:	Volltext
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