Abstract
The integration of artificial intelligence (AI) in education is reshaping learning paradigms, enabling personalized instruction and dynamic assessment. While substantial research has highlighted the cognitive benefits of AI in education, its potential to enhance social interaction skills is less documented. This study aims to fill this research gap by exploring an AI-enhanced peer mentoring program tailored for secondary school students preparing for university admission interviews in Hong Kong.
Referencing the Community of Inquiry (CoI) framework, this service-learning initiative integrates AI tools to augment the efficacy of peer mentoring activities. Specifically, 34 university students mentored 81 secondary students by utilizing AI technologies to refine their interview preparation techniques. The study focuses on evaluating mentors' perceptions of AI's effectiveness in enhancing preparation and their roles in facilitating AI technologies during the mentoring process.
To address the research inquiries, the authors employed a mixed-methods approach by conducting content analysis of mentors' reflective journals and executing a focus group interview with participating mentors. The findings indicate that AI tools, including ChatGPT, noticeably bolster interview readiness by delivering personalized feedback and promoting critical thinking skills. Mentors noted that these tools not only expedited the preparation process but also increased mentees' confidence through customized content and enhanced strategic preparation. Nevertheless, they also faced challenges, such as addressing misinformation from AI tools and overcoming mentees' unfamiliarity with the technology.
Despite these hurdles, the findings affirm the valuable role of AI tools as enduring educational partners, enriching peer support dimensions. This study contributes to the academic dialogue concerning AI in education by shedding light on its capability to boost cognitive and social learning outcomes. These findings have implications for the design of future AI-integrated mentoring programs, bridging theoretical and practical knowledge gaps in educational technology and peer mentoring.
Referencing the Community of Inquiry (CoI) framework, this service-learning initiative integrates AI tools to augment the efficacy of peer mentoring activities. Specifically, 34 university students mentored 81 secondary students by utilizing AI technologies to refine their interview preparation techniques. The study focuses on evaluating mentors' perceptions of AI's effectiveness in enhancing preparation and their roles in facilitating AI technologies during the mentoring process.
To address the research inquiries, the authors employed a mixed-methods approach by conducting content analysis of mentors' reflective journals and executing a focus group interview with participating mentors. The findings indicate that AI tools, including ChatGPT, noticeably bolster interview readiness by delivering personalized feedback and promoting critical thinking skills. Mentors noted that these tools not only expedited the preparation process but also increased mentees' confidence through customized content and enhanced strategic preparation. Nevertheless, they also faced challenges, such as addressing misinformation from AI tools and overcoming mentees' unfamiliarity with the technology.
Despite these hurdles, the findings affirm the valuable role of AI tools as enduring educational partners, enriching peer support dimensions. This study contributes to the academic dialogue concerning AI in education by shedding light on its capability to boost cognitive and social learning outcomes. These findings have implications for the design of future AI-integrated mentoring programs, bridging theoretical and practical knowledge gaps in educational technology and peer mentoring.
| Original language | English |
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| Publication status | Published - 4 Dec 2024 |
| Event | 19th eLearning Forum Asia, eLFA 2024 - Hong Kong Baptist University, Hong Kong, China Duration: 4 Dec 2024 → 5 Dec 2024 https://www.elfasia.org/2024/ https://chtl-bu.hkbu.edu.hk/elfa2024/prog/ |
Conference
| Conference | 19th eLearning Forum Asia, eLFA 2024 |
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| Abbreviated title | eLFA 2024 |
| Country/Territory | Hong Kong, China |
| Period | 4/12/24 → 5/12/24 |
| Internet address |