ArticleFrontiers in psychology2026
Unpacking GenAI-enabled deep learning engagement: role perceptions, human-GenAI synergy strategies, and underlying mechanisms.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
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
Background: Generative AI is rapidly transforming how students learn, yet its impact on deep learning varies significantly among individuals. This study investigates the mechanisms linking students' role perception of GenAI, their human-GenAI synergy strategies, and deep learning engagement. Methods: A mixed-methods design was employed to analyze data from 181 undergraduate students in a blended course, integrating qualitative coding of reflection reports with quantitative path analysis and latent profile analysis. Results: Human-GenAI synergy strategies fully mediate the relationship between role perception and deep learning engagement. A critical cognitive threshold was identified where high-order metacognitive engagement emerges primarily when students perceive GenAI as a thinking collaborator rather than a basic efficiency tool. Latent profile analysis revealed six heterogeneous learner profiles, exposing a skill-cognition decoupling phenomenon where complex tool manipulation does not necessarily translate to deep cognitive engagement. Furthermore, an assessment paradox was uncovered, where highly engaged exploratory students often received lower traditional academic scores compared to pragmatic, tool-dependent users. Discussion: It is concluded that fostering genuine deep learning engagement in the digital era requires shifting pedagogical focus from technical skill training to reshaping students' GenAI role perceptions and updating assessment paradigms to recognize and reward process-oriented human-GenAI metacognitive synergy.
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.