What are the factors that contribute to students' engagement levels in AI-enhanced learning environments?
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Factors that contribute to students' engagement levels in AI-enhanced learning environments include strong foundations in basic AI techniques, the introduction of gamification through competition-based learning, and the use of AI-assisted learning that is adaptive and enhances the natural learning style of students . Additionally, factors such as effort expectancy, performance expectancy, and social influence positively influence students' willingness to use AI-assisted learning environments . Psychological risk, on the other hand, negatively influences students' willingness to use AI-assisted learning environments . Hybrid learning, which combines face-to-face and online learning, along with the incorporation of AI, can also increase student engagement in educational settings . By using AI, students can communicate, collaborate, and receive real-time feedback, leading to a more engaging and interactive learning environment .
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| The provided paper does not specifically mention the factors that contribute to students' engagement levels in AI-enhanced learning environments. The paper focuses on the advantages and disadvantages of hybrid education and the use of AI in educational settings. | |
| The provided paper does not specifically mention factors that contribute to students' engagement levels in AI-enhanced learning environments. | |
22 Apr 2023 | The provided paper does not specifically discuss the factors that contribute to students' engagement levels in AI-enhanced learning environments. |
| The factors that contribute to students' engagement levels in AI-enhanced learning environments are not mentioned in the provided paper. The paper discusses the influence of AI-assisted learning on CAL, but does not specifically address factors related to student engagement. | |
| The provided paper does not specifically mention factors that contribute to students' engagement levels in AI-enhanced learning environments. |
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