Treffer: Do Generative AI Technologies Play a Double-Edged Sword Role in Education? Findings from Hybrid Approach Using PLS-SEM and fsQCA

Based on the self-determination theory (SDT), this evaluates the effects of generative artificial intelligence (Gen-AI) on learning performance within China's education sector, emphasizing the roles of social interaction, utilitarian benefit, knowledge acquisition, and epistemic curiosity. The study employs a dual method, using PLS-SEM and fsQCA approaches for data analysis. Data were collected through an online questionnaire from students and teachers from Chinese institutes. The findings suggest that students and teachers have positive opinions on the influence of Gen-AI on learning performance through social interaction and knowledge acquisition. Utilitarian benefits positively mediate the affiliation between Gen-AI and teachers' learning performance, but in the case of students, they negatively mediate. Furthermore, epistemic curiosity acts as a positive moderator between Gen-AI technologies and social interaction and knowledge acquisition, but it has a negative relationship with Gen-AI technologies and utilitarian benefits. Furthermore, the fsQCA analysis reveals robust configurations with high consistency, explaining learning performance outcomes reliably and highlighting significant and unique contributions of specific configurations. The implications of this study emphasize how crucial generative AI technologies are in educational frameworks to optimize their potential benefits and enhance learning outcomes in China's quickly changing educational landscape.

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