Influence of AI learning analytics and virtual laboratory use on STEM conceptual understanding: the mediating role of cognitive engagement

Abstract

Purpose The study investigated the effects of AI learning analytics and virtual laboratory use on STEM conceptual understanding and the mediating role of cognitive engagement. Methodology/design/approach The study adopted a cross-sectional correlational design utilizing a quantitative research approach. The study adopted a positivist research paradigm. The study's population was 5,000 students from four selected public universities in Ghana. A sample of 357 was used for the study. The convenience sampling technique was first employed to select the universities in Ghana. The study then used a lottery-type simple random sampling technique to select the students for the study. Findings The study found that AI learning analytics has a significant and positive impact on STEM Conceptual understanding. The study also revealed that the virtual laboratory has a significant positive effect on STEM Conceptual Understanding. Again, the study found that Cognitive engagement has a significant effect on STEM Conceptual Understanding. Also, it was found that Cognitive engagement partially mediates the nexus between AI learning analytics and STEM Conceptual Understanding. Finally, the study found that Cognitive engagement partially mediates the nexus between virtual laboratory use and STEM Conceptual Understanding. Novelty/originality Multiple studies have examined the individual effect of the study construct but the present study adds to the existing literature by investigating the effect of AI learning analytics and virtual laboratory use on stem conceptual understanding and the mediating role of cognitive engagement on the nexus between AI learning analytics and STEM Conceptual Understanding, and the nexus between virtual laboratory use and STEM Conceptual Understanding.