Paper Type
Short
Paper Number
PACIS2026-1145
Description
Generative artificial intelligence (GenAI) is increasingly transforming teaching and learning in higher education. How GenAI use shapes personal learning experience, particularly through technology affordances and their actualization processes, remains insufficiently understood. This study investigates the influence of GenAI use on personal learning experience in higher education. Drawing on technology affordance theory and affordance actualization–outcome model, the study develops a conceptual framework explaining how GenAI affordances are actualized through learning engagement and adaptive help-seeking to enhance learning achievement, thereby promoting personal learning experience. The framework recognizes that overreliance on GenAI may lead to academic dishonesty and cognitive atrophy, thus undermining personal learning experience. This study advances the understanding of the dual roles of GenAI in personal learning and establishes a foundation for future empirical validation. These insights offer practical guidance for universities, policymakers, and educators to strategically and responsibly integrate GenAI for maximizing benefits and mitigating risks.
Recommended Citation
Hamad, Wahid; Deng, Hepu; and Hossain, Mohammad Alamgir, "Exploring the Influence of Generative Artificial Intelligence Use on Personal Learning Experience in Higher Education" (2026). PACIS 2026 Proceedings. 3.
https://aisel.aisnet.org/pacis2026/is_education/is_education/3
Exploring the Influence of Generative Artificial Intelligence Use on Personal Learning Experience in Higher Education
Generative artificial intelligence (GenAI) is increasingly transforming teaching and learning in higher education. How GenAI use shapes personal learning experience, particularly through technology affordances and their actualization processes, remains insufficiently understood. This study investigates the influence of GenAI use on personal learning experience in higher education. Drawing on technology affordance theory and affordance actualization–outcome model, the study develops a conceptual framework explaining how GenAI affordances are actualized through learning engagement and adaptive help-seeking to enhance learning achievement, thereby promoting personal learning experience. The framework recognizes that overreliance on GenAI may lead to academic dishonesty and cognitive atrophy, thus undermining personal learning experience. This study advances the understanding of the dual roles of GenAI in personal learning and establishes a foundation for future empirical validation. These insights offer practical guidance for universities, policymakers, and educators to strategically and responsibly integrate GenAI for maximizing benefits and mitigating risks.
Comments
04-DigitalLearning