In che modo Canva, basato sull'intelligenza artificiale, migliora l'apprendimento cooperativo della lettura e della scrittura? Approfondimenti da un modello PLS-SEM basato sul CIRC
DOI:
https://doi.org/10.60923/issn.1970-2221/24719Parole chiave:
apprendimento assistito dall'intelligenza artificiale, Cooperative Integrated Reading and Composition (CIRC), competenze di lettura, apprendimento autoregolato, competenze di scritturaAbstract
L’integrazione dell’intelligenza artificiale (IA) nell’apprendimento collaborativo offre nuove opportunità per migliorare l’insegnamento dell’alfabetizzazione nell’istruzione superiore. Tuttavia, le evidenze empiriche relative al ruolo degli strumenti basati sull’IA nel supportare l’apprendimento collaborativo dell’alfabetizzazione rimangono limitate. Il presente studio indaga l’effetto di Canva, basato sull’IA, sull’efficacia del modello Cooperative Integrated Reading and Composition (CIRC). È stato adottato un disegno quantitativo esplicativo, che ha coinvolto 243 studenti universitari iscritti a corsi di laurea in Lingua e Letteratura Indonesiana in tutta l’Indonesia. I dati sono stati analizzati utilizzando il modello di equazioni strutturali con minimi quadrati parziali (PLS-SEM). I risultati indicano che Canva basato sull’IA migliora significativamente l’efficacia del modello CIRC (β = 0,802, p < 0,001). È emerso inoltre che l’apprendimento autoregolato, le competenze di lettura, le competenze di scrittura e le competenze sociali sono variabili predittive significative dell’utilizzo di Canva basato sull’IA da parte degli studenti. I risultati evidenziano che Canva basato sull’IA funge da mediatore tecnologico chiave che potenzia l’apprendimento collaborativo dell’alfabetizzazione e sostiene l’autonomia e il coinvolgimento degli studenti.
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