Effectiveness of AI-powered Tutoring Systems in Enhancing Learning Outcomes

Abstract

 Purpose: This study investigates the impact of various variables on Saudi Arabian university students' perceptions and attitudes towards AI-powered Tutoring Systems (AI-PTS). This study examines the mediating role of satisfaction in the relationship between perceived usefulness, facilitating conditions, content and navigational ease of use, instrumental value of AI-PTS adoption, and the cost and expectation to use AI-PTS. Moreover, this study looks into the moderating effect of student engagement on the relationship between satisfaction and expectancy in AI-PTS. Methodology: A survey questionnaire was used to collect data from 284 students from multiple universities in Saudi Arabia, employing the convenience sampling method. The study employed structural equation modelling (SEM) with PLS to analyse the data and assess the research hypotheses. Findings: The results indicate that satisfaction in AI-PTS partially mediates the relationship between perceived usefulness, facilitating conditions, content and navigation (ease of use), task value in AI-PTS attainment, and cost with expectancy in AI-PTS. The study's findings highlight the impact of student satisfaction on their expectations and beliefs regarding the system. Additionally, this study highlights the significant role of interpersonal engagement in reducing the relationship between satisfaction and expectancy in AI-PTS. The findings have significant implications for AI-PTS developers and users in the educational field, highlighting the importance of prioritising satisfaction and engagement. Implications: This prioritisation is crucial for enhancing students' ability to effectively utilise the technology. This study contributes to the progress of AI-PTS and Saudi Arabian higher education fields by investigating the factors that influence students' expectations and perceptions of AI-PTS. This study aims to investigate the mediating role of satisfaction and the moderating role of student engagement in understanding the complex process of students' connections with AI-PTS.