Haiyang Yan

Haiyang Yan

30 December, 2024

AIGC, Artificial intelligence, Digital education, Autonomous learning theory.

“Digitalization of education” represents a critical breakthrough for the high-quality development of education. As a key driver of this transformation, Artificial Intelligence Generated Content (AIGC) has become emerging a new trend in both applications and research within the educational field. Advancing the construction of a strong education system through digital transformation not only offers new perspectives and requirements for teaching but also plays a significant role in influencing students’ autonomous learning. This study explores the relationship between students’ motivations for employing AIGC and the perceived effectiveness of its use. A survey and face-to-face interviews were conducted with college students, and the data was analysed using SPSS software. The results indicate that students are generally reluctant to employ AIGC tools for autonomous learning, with significant individual differences in how effectively these tools are utilized. These differences are most evident in factors such as learning motivation, usage methods, and learning abilities.

© 2024, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license