Abstract
This study examines the integration of Constructivist and Social Learning Theories within AI-enhanced collaborative community learning, with a focus on the implementation of Perusall, a social reading and peer annotation platform. Constructivist theory foregrounds active knowledge construction, while Social Learning Theory emphasises learning through social interaction and observation. Their convergence supports pedagogical approaches that promote exploration, problem-solving, and collective reflection. Drawing on three years of data from a postgraduate module at a UK university, this research compares student engagement and performance before and after the adoption of Perusall. Findings indicate that the platform enhances learner engagement and academic outcomes by fostering interactive and collaborative online learning environments. The study offers empirical evidence on the pedagogical efficacy of AI-driven tools, contributing to the theoretical discourse on technology-mediated learning and providing practical implications for educators and curriculum designers. It highlights the transformative potential of AI in fostering more engaging, effective, and inclusive educational practices.
Recommended Citation
Li, Claire; Du, Xiangping; and Xiao, Perry, "Revolutionising Education: Leveraging AI to Boost Student Engagement through Constructivist and Social Collaborative Learning - A Study of Perusall" (2025). UK Academy for Information Systems Conference Proceedings 2025. 25.
https://aisel.aisnet.org/ukais2025/25