ArticleFrontiers in psychology2024
Exploring generative AI in higher education: a RAG system to enhance student engagement with scientific literature.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Multidimensional determinants of generative AI acceptance in foreign language education.Scientific reports · 2026Article
- Configurational effects of personal innovativeness, self-efficacy, and perceived risk on AI adoption in media students.Scientific reports · 2026Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: This study explores the implementation and evaluation of OwlMentor, an AI-powered learning environment designed to assist university students in comprehending scientific texts. OwlMentor was developed participatorily and then integrated into a course, with development and evaluation taking place over two semesters. It offers features like document-based chats, automatic question generation, and quiz creation. Methods: We used the Technology Acceptance Model to assess system acceptance, examined learning outcomes, and explored the influence of general self-efficacy on system acceptance and OwlMentor use. Results: The results indicated complex relationships between perceived ease of use, perceived usefulness, and actual use, suggesting the need for more dynamic models of system acceptance. Although no direct correlation between OwlMentor use and learning gains was found, descriptive results indicated higher gains among users compared to non-users. Additionally, general self-efficacy was strongly related to perceived usefulness, intention to use, and actual use of the system. Discussion: These findings highlight the importance of aligning AI tools with students' needs and existing learning strategies to maximize their educational benefits.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.