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Enhancing Higher-Order Cognitive Abilities Through AI-Powered Smart Assistants: Implications for Digital
Ahmed Sadek Abdelmagid1, Naif Mohammed Yahya Jabli1, Adel Ibrahim Qahmash1
1Department of Education and Learning, College of Education, King Khalid University, Abha P.O. Box 157, Saudi Arabia.
Abstract:
Higher education is undergoing a rapid transformation driven by advancements in artificial intelligence (AI), creating new opportunities to support the development of higher-order cognitive skills through carefully designed learning environments. This study aimed to examine the effectiveness of an educational program that integrates AI-powered intelligent assistants into a structured e-learning environment to support the development of digital entrepreneurship and future-oriented problem-solving skills among graduate students. A quasi-experimental design was used with 82 graduate students, randomly assigned to two groups: an experimental group (n = 41) and a control group (n = 41). Both groups studied the same educational content and completed identical learning activities; however, the experimental group participated in a structured learning framework that included AI-powered intelligent assistants, guided learning activities, and instructor facilitation, while the control group completed the same activities without AI support. The educational program comprised five modules focusing on chatbot design, intelligent platform development, digital content production, educational data analysis, and future-oriented problem-solving. Learning outcomes were assessed using a Digital Entrepreneurship Product Rating Scale and a Future-Oriented Problem-Solving Scale, which measures skills in visualization, prediction, foresight, and planning. The results revealed statistically significant differences favoring the experimental group on both outcome scales, with large effect sizes. These findings suggest that integrating AI-powered intelligent assistants within a structured learning framework may support the development of digital entrepreneurship and future-oriented problem-solving skills among graduate students. This study contributes empirical evidence to the potential educational value of integrating AI-powered intelligent assistants with pedagogically designed learning activities to foster higher-level cognitive development in higher education.
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