The impact mechanism of generative AI-assisted learning on college students' deep learning: The mediating role of learning flow
Nan Tian
Sehan University
DOI: https://doi.org/10.59429/bam.v8i2.14513
Keywords: generative artificial intelligence; deep learning; learning flow; mediating role; college students
Abstract
Against the backdrop of the digital transformation of higher education, generative artificial intelligence (AI) has become an important support for college students' autonomous learning. Based on flow theory and deep learning theory, this study constructed a theoretical model of "generative AI-assisted learning—Learning flow—Deep learning" and conducted an empirical analysis on 426 undergraduate students. The results showed that generative AI-assisted learning significantly and positively predicted college students' deep learning; learning flow played a significant partial mediating role between them, accounting for 37.9% of the total effect. Generative AI can not only directly promote deep learning but also indirectly improve learning quality by activating learning flow. This study reveals the psychological path through which intelligent technology empowers deep learning, providing references for universities to optimize smart learning environments.
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