View in EDS

Descriptive Writing Using Generative AI as a Cognitive Scaffold in the Metaverse Environment: University Students' Perceptions, Learning Engagement, and Performance

Saved in:
Bibliographic Details
Title: Descriptive Writing Using Generative AI as a Cognitive Scaffold in the Metaverse Environment: University Students' Perceptions, Learning Engagement, and Performance
Language: English
Authors: Jiaoyang Ding (ORCID 0009-0004-6760-3102), Yanjie Song (ORCID 0000-0002-8213-7670)
Source: Educational Psychology. 2026 46(1):183-207.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Descriptive Writing, Artificial Intelligence, College Students, Student Attitudes, Learner Engagement, Second Language Learning, English (Second Language), Undergraduate Students, Writing Achievement, Cognitive Processes, Foreign Countries, Computer Assisted Instruction, Writing Instruction, Instructional Design
Geographic Terms: China
DOI: 10.1080/01443410.2025.2568189
ISSN: 0144-3410
1469-5820
Abstract: This study explores the use of a generative AI tool called 'GAIscaffold' as a cognitive scaffold in English as a foreign language (EFL) writing in a metaverse environment. Two undergraduate EFL writing classes participated in describing a historical place in the metaverse. Students were randomly assigned to either an experimental group, which used 'GAIscaffold' or a control group which did not use 'GAIscaffold'. Data collection included student questionnaires on learning perceptions and engagement with 'GAIscaffold' as well as their final writing performance. An independent sample t-test was used to compare students' perceptions in the two groups, and multivariate analysis of covariance (MANCOVA) was adopted to analyse engagement and writing performance. Results showed that the experimental group demonstrated statistically significant improvements in both engagement and writing performance. The group also reported a more positive perception of 'GAIscaffold'. These findings suggest that integrating generative AI as a cognitive scaffold can enhance students' learning experiences, learning engagement, and performance in EFL descriptive writing in the metaverse environment.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500983
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1500983
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Descriptive Writing Using Generative AI as a Cognitive Scaffold in the Metaverse Environment: University Students' Perceptions, Learning Engagement, and Performance
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jiaoyang+Ding%22">Jiaoyang Ding</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-6760-3102">0009-0004-6760-3102</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yanjie+Song%22">Yanjie Song</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8213-7670">0000-0002-8213-7670</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2026 46(1):183-207.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Descriptive+Writing%22">Descriptive Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01443410.2025.2568189
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0144-3410<br />1469-5820
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores the use of a generative AI tool called 'GAIscaffold' as a cognitive scaffold in English as a foreign language (EFL) writing in a metaverse environment. Two undergraduate EFL writing classes participated in describing a historical place in the metaverse. Students were randomly assigned to either an experimental group, which used 'GAIscaffold' or a control group which did not use 'GAIscaffold'. Data collection included student questionnaires on learning perceptions and engagement with 'GAIscaffold' as well as their final writing performance. An independent sample t-test was used to compare students' perceptions in the two groups, and multivariate analysis of covariance (MANCOVA) was adopted to analyse engagement and writing performance. Results showed that the experimental group demonstrated statistically significant improvements in both engagement and writing performance. The group also reported a more positive perception of 'GAIscaffold'. These findings suggest that integrating generative AI as a cognitive scaffold can enhance students' learning experiences, learning engagement, and performance in EFL descriptive writing in the metaverse environment.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1500983
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1500983
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/01443410.2025.2568189
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 183
    Subjects:
      – SubjectFull: Descriptive Writing
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Writing Achievement
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Descriptive Writing Using Generative AI as a Cognitive Scaffold in the Metaverse Environment: University Students' Perceptions, Learning Engagement, and Performance
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jiaoyang Ding
      – PersonEntity:
          Name:
            NameFull: Yanjie Song
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0144-3410
            – Type: issn-electronic
              Value: 1469-5820
          Numbering:
            – Type: volume
              Value: 46
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational Psychology
              Type: main
ResultId 1