Evaluating the Impact of Mobile-Integrated Generative AI on University Students’ Critical Thinking and Problem-Solving Skills

Shanshan Zhang; Nor Hafizah Adnan

doi:10.3991/ijim.v20i12.62161

Authors

Shanshan Zhang The National University of Malaysia, Selangor, Malaysia
Nor Hafizah Adnan The National University of Malaysia, Selangor, Malaysia https://orcid.org/0000-0001-9368-7646

DOI:

https://doi.org/10.3991/ijim.v20i12.62161

Keywords:

Generative AI, Mobile Learning, Human–AI Interaction, Mobile-Assisted Language Learning, Higher-Order Thinking Skills, PLS-SEM

Abstract

This study explored how mobile-integrated generative artificial intelligence (AI) affects university students’ critical thinking, problem-solving, and higher-order cognitive skills. It focused on the influence of generative AI and mobile learning on mobile-assisted language learning (MALL), considering human–AI Interaction as a mediating factor. Researchers used a quantitative approach and gathered data from 320 university students through a structured questionnaire based on validated scales. Partial least squares structural equation modeling (PLS-SEM) was used to evaluate the measurement and structural models, looking at both direct and mediating effects. The results showed that generative AI and mobile learning both had a positive impact on human–AI Interaction, thereby significantly improving MALL. MALL also played a strong role in developing higher-order thinking skills (HOTS). The mediation analysis showed that human–AI Interaction partially explained the link between the independent variables and MALL, underscoring the importance of interactive, personalized AI-supported learning experiences. These results are important for higher education policy and curriculum design. They show the need to include AI-enabled mobile learning tools and encourage interactive engagement to improve cognitive outcomes. In summary, combining AI and mobile learning can help university students develop language skills and higher-order thinking skills.

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