The Role of Generative AI-Based Learning Support in Enhancing Higher-Order Thinking Skills: The Mediating Roles of Knowledge Construction Efficiency and Learning Autonomy Strength

Abstract

The rapid adoption of Generative Artificial Intelligence (GenAI) has transformed higher education by providing innovative learning support that may enhance students' cognitive development. However, the mechanisms through which GenAI contributes to Higher-Order Thinking Skills (HOTS) remain insufficiently understood. This study investigates the direct and indirect relationships among Generative AI-Based Learning Support, Self-Directed Learning Capability, Knowledge Construction Efficiency, Learning Autonomy Strength, and Higher-Order Thinking Skills among undergraduate students at Universitas Bina Bangsa, Indonesia. A quantitative explanatory research design was employed using a cross-sectional survey, and the collected data were analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4. The findings reveal that Generative AI-Based Learning Support does not directly influence Knowledge Construction Efficiency or Higher-Order Thinking Skills but significantly enhances Learning Autonomy Strength. Similarly, Self-Directed Learning Capability significantly affects Knowledge Construction Efficiency and Learning Autonomy Strength but has no direct effect on Higher-Order Thinking Skills. Learning Autonomy Strength emerged as the strongest predictor of Higher-Order Thinking Skills and significantly mediated the relationships between Generative AI-Based Learning Support, Self-Directed Learning Capability, and Higher-Order Thinking Skills. In contrast, Knowledge Construction Efficiency did not exhibit a significant mediating effect. These findings suggest that the educational value of GenAI lies primarily in fostering learner autonomy rather than directly improving cognitive performance. The study contributes to the literature by proposing an integrated framework that combines Constructivist Learning Theory, Self-Directed Learning Theory, and Self-Determination Theory to explain AI-supported learning in higher education.