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Learning Autonomy and Effectiveness in AI-Supported Engineering Education Integrating Technology Acceptance and Motivation Haeril Anwar; Ismawati; Nurrahmah Agusnaya; Andi Akram Nur Risal; Dary Mochammad Rifqie
Artificial Intelligence in Lifelong and Life-Course Education Vol 1 No 2 (2026): Artificial Intelligence in Lifelong and Life-Course Education
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/aillce.v1i2.14

Abstract

Purpose – This study examines the influence of learning autonomy on learning effectiveness in artificial intelligence supported learning among engineering students by extending the Technology Acceptance Model with motivational and psychological factors.Design/methods/approach – A quantitative cross-sectional survey was conducted involving 90 engineering students from a public university in Indonesia who had experience using artificial intelligence tools for academic learning. Data were analyzed using partial least squares structural equation modeling to examine the relationships among perceived usefulness, self-efficacy, willingness for autonomous learning, and learning effectiveness and autonomy.Findings – The results indicate that perceived usefulness, self-efficacy, and willingness for autonomous learning all have significant positive effects on learning effectiveness and autonomy. Willingness for autonomous learning emerged as the strongest predictor, highlighting the central role of students’ internal motivation and readiness to manage their own learning processes in AI-supported environments.Research implications/limitations – The study is limited by its cross-sectional design, reliance on self-reported data, and a sample restricted to engineering students from a single institution, which may limit generalizability.Originality/value – This study extends the Technology Acceptance Model by integrating learning autonomy and motivational factors within an artificial intelligence supported learning context, offering empirical evidence to inform the design of balanced and student-centered AI-enhanced learning in higher education.
AI-Driven Clustering of Social Media Consumption Patterns and Daily Productivity Using K-Means and DBSCAN in Multigenerational Respondents Nurrahmah Agusnaya; Putri Nirmala; M. Miftach Fakhri; Fadhil Zil Ikram
Artificial Intelligence in Educational Decision Sciences Vol 1 No 1 (2026): Artificial Intelligence in Educational Decision Sciences
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/aieds.v1i1.8

Abstract

Purpose – The rapid development of digital technology has made social media an integral part of life across generations, yet its intensive use raises growing concerns regarding its impact on daily productivity. This study aims to analyze patterns of social media consumption behavior and their relationship with productivity across age groups using a dual clustering approach based on the K-Means and DBSCAN algorithms.Methods – The study utilizes secondary data from 3,000 multigenerational respondents, processed using Orange Data Mining through stages of data selection, normalization, and unsupervised clustering. K-Means is employed to segment respondents based on proximity to cluster centroids, while DBSCAN is applied to identify density-based behavioral patterns and detect outliers representing extreme digital usage behaviors.Findings – The results indicate that K-Means effectively maps macro-level clusters primarily differentiated by age, achieving an average Silhouette score of 0.537, which reflects stable and well-separated segmentation. In contrast, DBSCAN demonstrates superior capability in identifying micro-level behavioral patterns, particularly respondents exhibiting extreme characteristics such as excessive screen time and non-productive application usage, despite yielding a lower overall Silhouette value. The comparative analysis highlights that K-Means is more suitable for demographic-based segmentation, whereas DBSCAN provides deeper insights into localized and atypical digital behavior.Research limitations – The analysis is based on a randomly sampled subset of a publicly available dataset, which may limit the generalisability of the findings across different cultural, occupational, and socioeconomic contexts. Future studies are encouraged to incorporate longitudinal data and additional behavioral variables to capture temporal dynamics and causal relationships between social media usage and productivity.Originality – This study contributes by systematically comparing centroid-based and density-based clustering approaches within a multigenerational framework to reveal both macro-demographic and micro-behavioral patterns of digital consumption. The proposed dual clustering strategy offers a novel analytical perspective for designing more adaptive and evidence-based digital literacy and productivity enhancement policies.