2026· Journal of Scholarship of Teaching and Learning Enquiry· Vol 1· 0 citations
TL;DR
A narrative and strategic framework for student engagement that emphasises enjoyment, active participation, and personal development is developed by fostering environments where students experience intrinsic motivation and recognise the value of their own skills development.
Abstract
In contemporary academic environments, students are increasingly employing artificial intelligence (AI) for purposes that extend beyond traditional support functions such as shaping ideas and correcting grammar or spelling. While much of the existing discourse focuses on concerns around increased efficiency, reduced student engagement, and the erosion of authentic learning, this research reframes the issue from a broader perspective: the enjoyment of the educational experience.
Rather than positioning AI solely as a threat to engagement, this study explores what students themselves find meaningful and engaging in their learning. Insights are drawn from end-of-year student feedback alongside discussions with academics participating in the “Universities Pull the Plug” Signal group. These data suggest that students respond positively to learning environments that are interactive, socially engaging, and intrinsically motivating.
Within this context, the research investigates the role of game-based learning as a mechanism for enhancing engagement and enjoyment. Specifically, it examines the application of the PlanIT Sustainable Development Game as a pedagogical tool that integrates entertainment with the practical application of knowledge and skills acquired during teaching. Student feedback following gameplay is used to evaluate how such approaches influence engagement, understanding, and perceived relevance of course content.
The overarching aim of this study is to develop a narrative and strategic framework for student engagement that emphasises enjoyment, active participation, and personal development. By fostering environments where students experience intrinsic motivation and recognise the value of their own skills development, the research seeks to encourage deeper engagement with learning processes—independent of reliance on AI tools.
The rapid emergence of generative artificial intelligence (AI) has prompted widespread concern about academic integrity, student learning, and the future of higher education. While AI is often framed as a disruptive force, this commentary argues that many of the challenges attributed to AI predate the technology itself. Rather than creating new problems, AI has exposed long-standing tensions embedded within higher education and communication pedagogy. Three tensions that have become increasingly visible in the presence of AI are identified: learning versus completion, efficiency versus depth, and human connection versus algorithmic mediation. First, AI challenges assumptions that the successful completion of assignments necessarily reflects meaningful learning. Second, it highlights the growing emphasis on efficiency within educational systems despite the fact that communication learning often requires reflection, revision, and sustained engagement. Third, AI underscores the relational nature of teaching by revealing the limitations of simulated interaction in comparison to authentic human communication. Communication faculty are uniquely positioned to respond to these tensions because communication education has long emphasized critical thinking, interpersonal engagement, and relational learning. Rather than responding to AI with additional policies, educators should focus on clarifying the purposes of teaching and learning. Ultimately, the article argues that AI did not break teaching, it revealed aspects of teaching that have long required greater attention and intentionality.
Michael G. Strawser· Journal of Communication Ped...· 0 citations
This article re-examines the role of assessment within the rapidly evolving landscape of artificial intelligence (AI), focusing specifically on differentiated instruction, and highlights the potential of AI to not only streamline the assessment process but also cultivate a more equitable and student-centered learning environment.
H. Trinh· VNU Journal of Foreign Studi...· 0 citations
There is ongoing academic debate on whether one can teach AI literacy to undergraduate students across majors, and if yes, how. This article reports a case study: a three-week midterm project embedded in an undergraduate “AI-for-all” course. Students designed reasoning tasks, ran controlled comparisons across widely used chatbots, and evaluated both answer correctness and explanation validity. Through field experience, students with no STEM background learned what consumer chatbots can and cannot do, documenting systematic brittleness across models that “sounded right but reasoned wrong.” More critically, students built understanding of how to evaluate AI outputs. The midterm gave them agency as investigators rather than passive users. Eager to share their discoveries, they are co-authors of this article. Together, we offer here to educators and the broader scientific community a concrete example of the operationalization of AI literacy as experimental practice. The method, however, is not specific to the classroom. It shows any user how to test an AI system rather than trust it blindly. In three-week midterm project, students investigated whether AI literacy can be taught to undergrads.
Amarda Shehu, Adonyas Ababu, Asma Akbary et al.· Communications of the ACM· 0 citations
It is argued that programming should be treated not only as a technical skill but also as a sociological practice that enables students to fully participate in computational inquiry while engaging critically and ethically.
Maria C. Ramos, Fan-Wei Liang· Teaching sociology· 0 citations
The rapid development of artificial intelligence (AI) has transformed many industries, including education. One notable AI tool, ChatGPT, offers significant potential to enhance learning by providing students with instant access to information and personalized feedback. However, its integration into university education raises concerns about academic integrity, reliance on AI, and the potential for misuse. This paper argues that universities should train and encourage students to use ChatGPT, as it is likely to become a common tool in the workplace. By discussing the benefits and challenges of ChatGPT in education, examining existing university policies, and proposing best practices for its use, this paper highlights the importance of preparing students for a future that embraces AI technologies. The paper also critically explores the reasons some universities might choose not to promote ChatGPT, including concerns regarding academic dishonesty, the erosion of critical thinking skills, and the potential stifling of creativity. Through a balanced discussion, the paper presents a nuanced view of how universities can best navigate the inclusion of AI in their academic curricula.
A. Talib· INTERNATIONAL JOURNAL OF SOC...· 0 citations
As Generative Artificial Intelligence (GenAI) tools collect data from both reliable and unreliable sources across the internet, concerns have been raised about the credibility of the output content learners are exposed to when seeking these tools for assistance. To address this problematic issue, our study tests the development of a pedagogical assistant trained on a personalized course framework; Besides its equipment with content that aligns with classroom lectures, the virtual assistant was given a comprehensive set of instructions guiding its behavior; Restricting its responses to the provided course material, forbidding the provision of information from any external sources as an initial action to battle against information credibility issues, and limiting its interactions to course-related discussions to promote engagement and mitigate distractions. The study explores the perceived credibility of the tested agent alongside the perceived impact on students’ learning engagement. This study is significant in informing the design of credible, curriculum-aligned AI assistants for EFL learning contexts. To achieve the required results, our study adopts DeLone & McLean’s theoretical framework alongside a quantitative research design with a structured questionnaire as a data-gathering tool. The sample of this study consists of N = 63 students of the Higher School of Teachers, Moulay Ismail University. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 25. Students exhibited positive perceptions towards the custom agent, which they perceived as an engaging and credible source of information that also aligns with the course content they are exposed to during formal lectures. Our findings also revealed a strong correlation between Perceived Impact on Learning Engagement (PILE) and Perceived Credibility (PC), with r (61) = .780. The study acknowledges some limitations and offers recommendations for future studies.
Houda Louatouate, Mehdi Karmouch, M. Zeriouh· Arab World English Journal· 0 citations
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