Does an AI-Assisted Active Learning Exercise Foster Student Interest?

Abstract

Background

Artificial Intelligence (AI) is increasingly being integrated into higher education, yet empirical research on its impact on learning, student engagement, and interest remains limited.

Objective

The purpose of this study was to examine whether incorporating AI into an active learning activity would enhance situational interest among undergraduate students.

Method

A total of 312 introductory psychology students completed a lesson on the fundamental attribution error (FAE) under one of two conditions: (1) AI-assisted, using a custom GPT developed by the authors to guide an interactive dialogue-based lesson; or (2) No AI, completing an equivalent worksheet-based version of the activity. Following the lesson, students completed a measure of interest.

Results

Contrary to expectations, in face-to-face settings, students who completed the activity without AI reported significantly higher interest than those who used AI. There was no significant difference between conditions for total time spent on task, although students in the AI condition spent less time on an ungraded assessment of their learning.

Conclusions

The mere inclusion of AI-assisted learning may not inherently enhance interest and engagement in short, in-class applications.

Teaching Implications

These findings highlight the importance of human facilitation in sustaining student interest.

Keywords

learning human–AI interaction introductory psychology interest

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