Adult learners’ perspectives of AI applications in supporting andragogy

Abstract Emerging roles and capabilities of artificial intelligence (AI) technologies have the potential to support andragogical education and enhance learning experience for adult learners (ALs). However, the effective use of AI to support multifaceted components of andragogy including involvement, experience, problem-centered, relevance remains under explored. Furthermore, research on AI design principles to support ALs and andragogy is limited. This study, therefore, aims to investigate ALs perceptions of AI applications in enhancing andragogy and to explore the essential design principles of AI systems for andragogy. To this end, the study conducted semi-structured interviews with 20 ALs facilitated by 11 scenarios of AI application storyboards and paper prototypes with 24 graduate students. The study findings reveal that ALs perceive various types of AI to support andragogy across different andragogical components. The study also found that ALs viewed AI as a collaborative learning agent, learning from and with AIs to solve complex problems, share knowledge, enhance understanding, and hone higher order thinking skills. Furthermore, the study identifies three key AI design principles for andragogy, including Human-in-the loop (building shared mental models between humans and AI; enabling human-AI co-creation), emotional design (calibrating an appropriate level of AI reliance, empathetic communication), and adaptability (continuous adaptation, interoperability).