Enterprise AI Analysis
Bridging the Engagement-Regulation Gap: A Longitudinal Evaluation of AI-Enhanced Learning Attitudes in Social Work Education
This study examines the effectiveness of an AI-integrated curriculum with explicit self-regulated learning (SRL) scaffolding for social work undergraduates. It addresses the 'engagement-regulation gap' where AI increases engagement but not necessarily SRL. Using a quasi-experimental, pre-post cohort-level design over six weeks, the study found significant improvements in learning habits and process engagement, with marginal gains in planning. This suggests SRL scaffolding can foster active, self-regulated AI use, dispelling concerns of passive consumption, and is particularly relevant for professions requiring ethical judgment.
Key Metrics
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Increase in Learning Habits
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Increase in Learning Process
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Overall Attitude Shift
Deep Analysis & Enterprise Applications
Select a topic to dive deeper, then explore the specific findings from the research, rebuilt as interactive, enterprise-focused modules.
This section details the quasi-experimental pre-post cohort-level design, the AI-integrated curriculum with SRL scaffolding, and the measures used, including the AI-Enhanced Learning Attitude Scale (AILAS).
Enterprise Process Flow
Weekly Goal-Setting Templates (Weeks 1-6)
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Reflection Prompts (Weeks 2-6)
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Peer Accountability Partnerships (Weeks 3-6)
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SRL Strategy Modeling (Weeks 1-6)
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Progress-Tracking Dashboards (Weeks 5-6)
Explores the statistically significant improvements in learning habits, process engagement, and overall attitude, alongside marginal gains in planning and methods, and the absence of gender differences.
87%
Completion rate for goal-setting templates, indicating high student engagement with SRL scaffolds.
| Dimension | Pre-Test Mean (SD) | Post-Test Mean (SD) | Cohen's d | Significance (p) |
|---|---|---|---|---|
| Learning Habits (E) | 3.22 (0.66) | 3.68 (0.56) | 0.75 | 0.003 ** |
| Learning Process (F) | 3.19 (0.64) | 3.65 (0.52) | 0.79 | 0.002 ** |
| Learning Desire (B) | 3.31 (0.64) | 3.72 (0.55) | 0.69 | 0.005 ** |
| Self-Perception (A) | 3.24 (0.61) | 3.58 (0.54) | 0.59 | 0.017 * |
| Learning Methods (C) | 3.18 (0.58) | 3.45 (0.56) | 0.47 | 0.055 |
| Learning Planning (D) | 3.15 (0.65) | 3.42 (0.53) | 0.46 | 0.064 |
No significant gender differences
The intervention benefited male and female students equally, indicating an inclusive pedagogical strategy.
Discusses how the findings challenge the initial expectation by suggesting a behavioral activation model where motivational interest drives immediate behavioral experimentation, preceding the development of higher-order cognitive planning skills.
6 weeks
Intervention duration, suggesting that while affective engagement and habitual behaviors respond quickly, complex cognitive strategies require longer sustained practice.
Offers guidance for social work educators, emphasizing the role of SRL scaffolding in fostering active AI use, the need for sustained planning support, and the importance of enhanced self-perception for ethical practice.
AI Ethical Pause Protocol in Social Work
To leverage AI without reducing student effort, educators designed tasks requiring iterative interaction with AI, such as the AI Ethical Pause protocol. This protocol fostered active classroom participation, encouraging critical engagement with AI outputs rather than passive consumption. The increase in self-perception (Dimension A) observed is vital for social work, as practitioners must maintain epistemic authority over algorithmic suggestions. This fosters a stronger belief in students' ability to understand and control technology, a prerequisite for ethical practice. AI was positioned not as an answer machine but as a partner for brainstorming, perspective-taking and rehearsal of professional communication.
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Your AI Transformation Roadmap
A structured approach to integrating AI-enhanced learning and practices, ensuring sustained growth and ethical application.
Phase 1: Needs Assessment & Pilot (Weeks 1-4)
Identify key areas for AI integration in learning and operations. Conduct small-scale pilots with SRL scaffolding. Collect baseline data on attitudes and engagement.
Phase 2: Curriculum Integration & Training (Months 2-6)
Expand AI-integrated curriculum across relevant courses. Provide comprehensive training on SRL strategies for both students and instructors. Establish peer accountability systems.
Phase 3: Longitudinal Monitoring & Refinement (Months 7-12)
Monitor long-term impact on learning outcomes and self-regulatory competence. Gather feedback for continuous pedagogical refinement. Explore advanced AI tools and applications.
Phase 4: Scalability & Ethical Governance (Year 2+)
Develop institution-wide guidelines for ethical AI use. Scale successful programs across departments. Foster a culture of critical evaluation and responsible AI adoption.
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