Interact more, learn more? A randomized controlled trial of GenAI tutors on student course interest, self-efficacy, and learning performance

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Abstract

This study investigated the effects of a retrieval-augmented generation (RAG) GenAI tutor on university students’ learning outcomes in an introductory marketing course, focusing on course interest, self-efficacy, and learning performance. Employing a randomized experimental design, we compared students using the GenAI Tutor with a control group receiving traditional instruction without GenAI support. The results showed no significant differences between the two groups on any of the outcomes measured. An additional observation in the treatment group examined student interaction with the GenAI Tutor, and there were no significant differences on the same three outcomes, regardless of the frequency of interaction between the students and the GenAI Tutor. We further assessed student interaction with the GenAI Tutor in relation to three natural learning factors: previous experience with GenAI, learning mode (face-to-face vs. online), and employment status (working vs. not working). Student engagement with the GenAI Tutor was significantly higher among students who participated in face-to-face classes and those who were not working, while prior experience with GenAI had no significant relationship. These results suggest that while GenAI offers promising opportunities to support learning, its effectiveness should be carefully weighed against traditional instructional methods. Practical implications and directions for future research on the reflective integration of GenAI tools into current teaching and learning practices are discussed.

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