Enhancing Higher-Order Cognitive Abilities Through AI-Powered Smart Assistants: Implications for Digital Entrepreneurship and Future Problem-Solving in Higher Education
Ahmed Sadek Abdelmagid e outros, 2026 · Journal of Intelligence
Integrating custom AI smart assistants into a five-week graduate course increased students' future problem-solving test scores by 2.26 standard deviations.
Estimativa · Future-Oriented Problem-Solving Scale score, standardized mean difference (Cohen's d)
2,26
standardized mean difference (Cohen's d)
O estudo não informa intervalo.
p < 0.01
- Desenho
- Experimento aleatório. Randomized two-group post-test comparison (with baseline equivalence established)
- População
- Master's students in practical educational technology courses at King Khalid University, Saudi Arabia (2024/2025)
- Amostra
- 82 · graduate students (41 experimental, 41 control)
Onde está o número
Table 4, row 'Experimental', column 'Cohen’s d'
Experimental | Future Problem-Solving Scale | 41 | 45.341 | 4.531 | 80 | 10.214 ** | Significant | 2.26 | 0.57
Contexto
What changed: A structured e-learning curriculum integrated five custom AI-powered smart assistants to guide task completion and problem-solving. Comparison: A control group completed identical course activities on Canvas without AI assistants. Limits: Small sample at a single university, short five-week duration, and inability to isolate AI effects from accompanying instructional design.
Caminho no grafo
- FamíliaInformação e persuasão
- TipoCapacitação e aconselhamento
- ResultadoAprendizado (proficiência em testes)
- EixoEducação
MAGI só cita evidência deste instrumento
Lugares do estudo
- Saudi Arabia · País · SA
- Licença
- CC-BY
- Revisão
- Extraído por máquina, não revisadoExtraído por: gemini-3.8-flash, 2026-10-23