The Influence of ChatGPT-Assisted Heutagogy and Prior Knowledge on Students' Conceptual Understanding and Application in a Learning Strategies Course
Abstract
This quasi-experimental study examined the effects of ChatGPT-assisted heutagogy, prior knowledge, and their interaction on students' conceptual understanding and utilization skills. The study included 85 fourth-semester students enrolled in a learning strategies course at IAKN Ambon. Using a 2×2 factorial design, participants were divided into an experimental group (heutagogy with ChatGPT assistance, n = 42) and a control group (heutagogy without AI support, n = 43), which were further grouped based on their prior knowledge (high/low). Data were collected through validated multiple-choice and essays and analyzed using MANOVA. The results showed that the ChatGPT-supported group showed significantly higher conceptual understanding and usage (p < 0.05). Students with a high level of prior knowledge performed better than those with little prior knowledge (p < 0.05). In particular, no significant interaction was found between learning intent and prior knowledge (p > 0.05), suggesting that AI-assisted heutagogy consistently benefits students at all knowledge levels. These findings confirm that integrating generative AI, such as ChatGPT, within a heutagogic framework can enhance learning quality and promote equitable outcomes.
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