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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Bibliographic Details
Published in:Education and information technologies Vol. 30; no. 9; pp. 12197 - 12212
Main Authors: Chen, Huanhui, Anyanwu, Clinton Chidiebere
Format: Journal Article
Language:English
Published: New York Springer US 01.06.2025
Springer Nature B.V
Subjects:
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 Access:Get full text
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Summary: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 sampled from a total of 324. Data were collected using a Performance Ability Test (PAT) and analyzed with means and standard deviations. Results indicate that students taught with AI-powered chatbots showed significantly higher performance compared to those taught with metacognitive approaches. The study suggests integrating Moodle-powered AI chatbots into Business education to enhance teaching and learning effectiveness in Nigerian tertiary institutions.
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-024-13235-4