Speaker
Description
Bala, A.
College of Education Waka-Biu Borno State
abdulkarimbala75@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The conventional flipped classroom approach largely depends on students engaging with pre-recorded instructional materials and assigned readings before classroom sessions. However, limited student participation and passive engagement often reduce the effectiveness of subsequent in-class activities. This study examines the integration of generative Artificial Intelligence (AI) as a personalised and interactive pre-class learning tool within the context of Nigerian Colleges of Education. Grounded in the constructivist learning theory, the study investigates the influence of AI-driven Socratic prompting on College of Education students’ pre-class preparation and its subsequent impact on critical thinking, classroom engagement, and active participation during face-to-face learning sessions.
A quasi-experimental research design was employed involving two groups of students enrolled in an introductory humanities course (N = 110). The experimental group utilised a customised generative AI tutor to facilitate interactive engagement with weekly reading materials, whereas the control group relied on conventional reading logs for pre-class preparation. Data were collected through pre- and post-intervention critical thinking assessments, thematic analysis of classroom discourse transcripts, and student perception surveys.
The findings revealed that students who engaged with the generative AI tutor demonstrated significantly higher levels of cognitive engagement, analytical reasoning, and participation during classroom discussions compared with those in the control group. Furthermore, qualitative evidence indicated that AI-supported interactions reduced communication anxiety among less vocal students, thereby enhancing their confidence and willingness to contribute to peer-learning activities. Nevertheless, the study highlights the importance of structured pedagogical guidance to prevent excessive dependence on AI-generated content and summaries.
The study provides a practical and scalable framework for educators in Colleges of Education seeking to integrate generative AI as a transformative instructional tool that promotes active learning, critical thinking, and student-centred pedagogical practices rather than serving merely as an administrative aid.