AI-Powered E-Learning for Lifelong Learners: Impact on Performance and Knowledge Application
Open accessAbstract
The widespread integration of artificial intelligence (AI) technologies, such as generative AI tools like ChatGPT, in education and workplaces requires a clear understanding of the factors that influence their adoption and effectiveness. This study explores how the ease of using AI tools, the ability to apply knowledge gained from them, and users’ confidence in learning with AI impact individuals’ performance and frequency of use. We also examine how these factors affect academic success and job performance among adults engaged in lifelong learning. Using data from 300 participants analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM), we found that, when AI tools are easy to use, individuals experience greater benefits and are more likely to use them regularly. Applying knowledge from AI tools enhances both personal performance and usage frequency. Additionally, having confidence in one’s ability to learn with AI leads to significant improvements in personal outcomes and an increased use of AI tools. These findings highlight the importance of designing user-friendly AI technologies, promoting the practical application of AI-generated knowledge, and building users’ confidence to maximize the benefits of AI. Educators, policymakers, and AI developers can use these insights to develop strategies that enhance academic and job performance through effective AI integration. Future research should consider other influencing factors and employ longitudinal studies to further validate these findings.
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AI tools can reduce students' cognitive load, enabling them to focus on higher-order thinking and critical analysis.
“In addition, by assisting students in drafting and revising complex academic texts, AI tools can reduce their cognitive load, enabling them to focus on higher-order thinking and critical analysis [24,25].”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [24]
In large classroom settings where individualized instructor feedback may be limited, AI can serve as a valuable supplementary resource, enhancing overall student learning outcomes.
“Moreover, in large classroom settings, where individualized instructor feedback may be limited, AI can serve as a valuable supplementary resource, thereby enhancing overall student learning outcomes [24].”
From The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education (2025) · cites this paper as [24]
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Deep, P. D., & Chen, Y. (2025) · Societies · doi:10.3390/soc15090247 · Cited by 65 · see citing works
- Authors
- Ahn, H. Y.
- Affiliations
- National Institute for Lifelong Education (KR)
- Corresponding author
- Ahn, Hyun Yong
- ORCID
- Ahn, Hyun Yong
- Venue
- Sustainability
- Publisher
- MDPI AG
- Published
- 2024-10-19
- Volume
- 16
- Issue
- 20
- Pages
- 9066
- ISSN
- 2071-1050 (ISSN-L)
- OpenAlex
- W4403600291
- Cited by
- 56
- References
- 106
- Citations by year
- 2026: 35 · 2025: 21
- FWCI
- 21.06
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Sustainability (publishedVersion, cc-by)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Physical Sciences › Computer Science › Information Systems › Education and Learning Interventions
- Keywords
- generative AI in education, ChatGPT, lifelong learning, adult learners, knowledge application, academic performance, employee performance, artificial intelligence adoption, online learning
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