Secondary school students’ learning persistence in human-AI hybrid learning: the Supplementary Role of Parental Mediation

Abstract

This mixed methods study explores the under-examined area of secondary students’ persistence in human-AI hybrid learning, with a particular emphasis on parental involvement. By integrating two forms of parental mediation—active and restrictive—into an established baseline model from prior research, a conceptual model is proposed to explain secondary students’ learning persistence in a human-AI hybrid learning environment. Using structural equation modelling to analyse data from 302 students, the proposed model accounted for 66.6% of the variance in their intention to continue hybrid learning and 27.5% of the variance in actual continuous learning behaviour. Interestingly, while restrictive mediation was found to be positively correlated with students’ continuous learning behaviour, active mediation did not show a significant association with the behaviour. This unexpected finding prompted further investigation through in-depth interviews with ten students from the same school. Thematic analysis revealed that restrictive mediation was more commonly adopted to regulate students’ recreational usage of technologies. In contrast, parents were reported to rarely use active mediation to guide students in digital learning. Additionally, the findings indicated a lack of school initiatives to involve parents in hybrid learning. These research findings highlight the need for parents to enhance their mediation strategies in human-AI hybrid settings through collaborative efforts between families and schools.

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ORCID for Chris Brown: orcid.org/0000-0002-9759-9624

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