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Exploring Adult Learners' Engagement with AI in Online Discussions across Different Levels of Critical Thinking

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Title: Exploring Adult Learners' Engagement with AI in Online Discussions across Different Levels of Critical Thinking
Language: English
Authors: Lanyu Qin, Xi Lin
Source: American Association for Adult and Continuing Education. 2025.
Availability: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org
Peer Reviewed: Y
Page Count: 6
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Adult Education
Higher Education
Postsecondary Education
Descriptors: Learner Engagement, Artificial Intelligence, Discussion (Teaching Technique), Critical Thinking, Computer Mediated Communication, Technology Uses in Education, Learning Strategies, Questionnaires, Adult Learning, Adult Students, Graduate Students, Online Courses
Assessment and Survey Identifiers: Motivated Strategies for Learning Questionnaire
Abstract: This study investigates how adult learners at different critical thinking levels engage with AI-assisted discussions. Using a critical thinking instrument adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) and open-ended questions from the Critical Incident Questionnaire (CIQ), we conducted cluster analysis to categorize 36 adult learners into higher-order thinking (HOT) and lower-order thinking (LOT) groups. Analysis guided by Bloom's Taxonomy revealed distinct engagement patterns: LOT students primarily used AI for idea generation and basic understanding, HOT students critically evaluated AI responses and integrated them into reflective discussions. Significant differences emerged in AI reliance and skepticism toward accuracy between groups. These findings contribute to AI in adult education research by showing how critical thinking levels shape learner interactions with AI tools. [For the full proceedings, see ED680798.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED680846
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Exploring Adult Learners' Engagement with AI in Online Discussions across Different Levels of Critical Thinking
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  Data: <searchLink fieldCode="AR" term="%22Lanyu+Qin%22">Lanyu Qin</searchLink><br /><searchLink fieldCode="AR" term="%22Xi+Lin%22">Xi Lin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Association+for+Adult+and+Continuing+Education%22"><i>American Association for Adult and Continuing Education</i></searchLink>. 2025.
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  Data: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org
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  Data: Y
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  Data: 6
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  Data: 2025
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  Data: Speeches/Meeting Papers<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: This study investigates how adult learners at different critical thinking levels engage with AI-assisted discussions. Using a critical thinking instrument adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) and open-ended questions from the Critical Incident Questionnaire (CIQ), we conducted cluster analysis to categorize 36 adult learners into higher-order thinking (HOT) and lower-order thinking (LOT) groups. Analysis guided by Bloom's Taxonomy revealed distinct engagement patterns: LOT students primarily used AI for idea generation and basic understanding, HOT students critically evaluated AI responses and integrated them into reflective discussions. Significant differences emerged in AI reliance and skepticism toward accuracy between groups. These findings contribute to AI in adult education research by showing how critical thinking levels shape learner interactions with AI tools. [For the full proceedings, see ED680798.]
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED680846
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Motivated Strategies for Learning Questionnaire
        Type: general
    Titles:
      – TitleFull: Exploring Adult Learners' Engagement with AI in Online Discussions across Different Levels of Critical Thinking
        Type: main
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          Name:
            NameFull: Lanyu Qin
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          Name:
            NameFull: Xi Lin
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          Dates:
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              M: 01
              Type: published
              Y: 2025
          Titles:
            – TitleFull: American Association for Adult and Continuing Education
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