AI-Supported Learning Among Higher Education Students: Role of Learning Engagement and Self-Regulated Learning Among Multi-Group Analysis Based on AI Literacy

Resumen

The rapid integration of artificial intelligence (AI) technologies in higher education has created new opportunities to enhance student learning outcomes. This study examined the effects of perceived usefulness of AI, AI self-efficacy, and institutional AI support on AI enhanced learning outcomes among higher education students in Saudi Arabia. The study further investigated the mediating roles of AI learning engagement and self-regulated learning. Using a quantitative cross sectional design, data were collected from 547 university students with prior experience using AI technologies for academic purposes. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS SEM). The findings revealed that perceived usefulness of AI, AI self-efficacy, and institutional AI support significantly influenced both AI learning engagement and self-regulated learning. Furthermore, AI learning engagement and self-regulated learning significantly enhanced AI enhanced learning outcomes, with self-regulated learning emerging as the strongest predictor. The mediation analysis confirmed that both AI learning engagement and self-regulated learning significantly transmitted the effects of the antecedent variables to learning outcomes. The study demonstrates that the effectiveness of AI supported learning depends not only on technological resources but also on students’ capabilities, perceptions, and learning behaviors.