Artificial Intelligence as a Mediating Tool in Higher Education: An Exploratory Study in Quantitative Methods

Abstract

This study investigates the role of Artificial Intelligence (AI), with a focus on generative tools such as ChatGPT, in higher education through the lens of pedagogical mediation. The analysis contends that the educational impact of AI is not direct or automatic, but rather depends on instructional design, teaching practices, assessment structures, and instructor guidance. An exploratory mixed-methods approach was employed in a Quantitative Methods I course involving undergraduate students from Real Estate and Construction programmes. A questionnaire was administered to 89 students, resulting in 24 valid responses and a response rate of 27%. Data from both closed- and open-ended questions were analysed using descriptive and interpretive methods, reflecting the voluntary and self-selected nature of the sample. The findings reveal that students primarily use AI to clarify concepts, assist with solving exercises, and organise their study routines. A significant proportion also reported encountering incorrect or misleading outputs, underscoring the necessity for validation, critical interpretation, and explicit pedagogical guidance. The results suggest that AI functions mainly as a complementary learning resource rather than a replacement for cognitive engagement, especially when integrated into self-regulated learning processes (Kasneci et al., 2023; Panadero et al., 2023). This study introduces a Pedagogical Mediation Framework to analyse how AI use is shaped by the interplay among curriculum, assessment, teaching mediation, and students’ critical engagement.