AI Mediated Learning and its Influence on Psychological Resilience, Academic Performance, and Peer Interaction
DOI:
https://doi.org/10.47067/ramss.v8i4.598Keywords:
AI-Mediated Learning, Psychological Resilience, Academic Performance, Peer Interaction, Adaptive Learning, Feedback Quality, Student Engagement, Educational TechnologyAbstract
This study investigated the influence of AI-mediated learning on undergraduate students’ psychological resilience, academic performance, and peer interaction. A quantitative research design was employed, and data were collected from 350 students using a structured questionnaire that measured AI learning frequency, interactivity, feedback quality, resilience, academic outcomes, and peer engagement. Descriptive statistics summarized the demographic characteristics, while Pearson correlation, multiple regression, and ANOVA analyses were conducted to examine relationships and predictive effects. Results revealed a strong positive correlation between AI-mediated learning and psychological resilience (r = 0.69, p < 0.01). Multiple regression analysis showed that AI learning frequency, interactivity, and the quality of feedback made a significant contribution to academic performance with an explanation of 59% of the variance (R 2 = 0.59, F = 79.45, p < 0.001). The outcome of ANOVA showed that the increased duration of exposure to AI tools led to the significant improvement of peer interaction (F = 15.67, p < 0.001). The results indicate that AI-mediated learning facilitates cognitive and socio-emotional growth, resiliency, learning outcomes, and cooperation abilities. The research offers useful insights to teachers, schools, and policy-makers who want to apply AI tools to enhance learning and participation among the students.
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