Perceived Learning Support from Generative AI in Maritime Higher Education: A Socio-Technical Scaffolding Perspective

Abstrak / Ringkasan

<p class="MsoNormal"><span>Generative artificial intelligence (GenAI) is increasingly adopted in higher education, yet evidence on its perceived learning support across cognitive, affective, and psychomotor domains remains limited, particularly in professional, socio-technical contexts. This study examined maritime students' perceptions of GenAI-supported learning using a socio-technical scaffolding framework grounded in Bloom's revised taxonomy. A cross-sectional survey of 250 students at a maritime university in China was conducted using a 17-item Likert-scale instrument. Exploratory factor analysis, Pearson correlations, and linear regression were conducted in IBM SPSS 27. EFA revealed two latent factors: cognitive-conceptual support and experiential-self-regulatory support. All three learning domains were strongly intercorrelated, and frequency of GenAI use significantly predicted perceived support across all domains. Lower-order cognitive support strongly predicted higher-order support. Students perceive GenAI as an integrated, multidimensional learning scaffold rather than a narrowly cognitive tool. These findings extend socio-technical scaffolding theory to professional maritime education and have implications for curriculum design.</span></p>

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